There are 1.2 million school-age children with military parents in the United States, and approximately 90% attend public schools. On average, military children move three times more often than their civilian peers. Tensions at home, enrollment issues, adapting to new schools, and a lack of familiarity with military culture by public school professionals may adversely impact the academic, social and emotional growth of these students. Public school faculty and staff need to understand the challenges that multiple school transitions impose on military children in order to effectively meet the needs of this student population. In this article, the authors review the literature concerning obstacles and challenges mobile military children face, and discuss positive interventions that professional school counselors can employ to ease these transitions.
Past research has indicated the negative and positive impacts of deployment on military wives. Furthermore, research has indicated the need to further understand the different deployment stages, specifically the post-deployment period. The authors examined Bowlby’s and Ainsworth’s attachment theories, specifically separation anxiety occurrence as experienced by stay-behind wives during their husbands’ post-deployment period. Purposive/volunteer sampling was used to survey 57 military wives currently experiencing the post-deployment period. A linear regression analysis produced a significant positive relationship between duration of deployment and the wife’s psychological distress during the post-deployment period. As deployments increased in duration, specifically to longer than 6 months, the levels of psychological distress significantly increased. Implications for counselors and researchers are addressed.