Thesis

Supporting the Social-Emotional Needs of Military Children: Teachers' Perspectives on Effective Strategies

Military connected students are children that lead interesting lives. They require social-emotional supports to help them manage the stresses they encounter in order to be successful at school. This study intends to determine how teachers perceive effective strategies for supporting the social-emotional needs of military students and provide insight on whether a Positive Behavioral Interventions and Supports framework or Social-Emotional Learning approach would best serve the target school population. A mixed methods research plan was utilized as a means to gather quantitative and qualitative data. Results from a survey and interviews of pre-K-eighth grade teachers from one school on a military base were analyzed using a Likert scale and coding. This study revealed that teachers are supporting students based on their own experiences and knowledge of military students despite inconsistencies in behavior management across the target school. Due to the limited research of how schools are supporting military students through a Positive Behavioral Interventions and Supports framework or Social-Emotional Learning approach, this study may contribute insight to schools that serve military bases and their students throughout the United States.

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