MCEC supports all militaryconnected children by educating, advocating, and collaborating to resolve education challenges associated with the military lifestyle.
Every military-connected child is college-, work-, and life-ready.
MCEC remains committed to meeting our Mission and Vision through collaboration, integrity, relevance, and service.
Military Child Education Coalition®, MCEC®, and associated programs, institutes, trademarks and design elements are owned and licensed by the Military Child Education Coalition. TM/© 2024 Military Child Education Coalition. All Rights Reserved. Reproduction of this magazine, in whole or in part, is authorized with appropriate acknowledgment of the source.
Officers
Admiral (Ret) Cecil Haney, Chair
Patrick Bingham, Ph.D., Vice Chair/Treasurer
Cortez Dial, Ed.D., Vice Chair/Secretary
Colonel (Ret) Eric M. Flake, M.D. , Vice Chair
Major General (Ret) Robert Ivany, Ph.D., Vice Chair
Jerrod Wheeler, Ed.D., Vice Chair
Members
Command Sergeant Major (Ret) Donna Brock
Becky Cederholm
Major General (Ret) Dawne Deskins
Bob Eisiminger
Lucy Reilly Fitch
Alissa Harrison, D.M.
Anne Haston
Mr. David G. Henry, Esq
Susan Moore
Mary Claire Murphy
Jim Speltz
Debra Wada
Members Emeriti
Cathryn Franks
Brigadier General (Ret) Robert Gaylord
General (Ret) Benjamin Griffin
William Harrison, Ed.D.
Lieutenant General (Ret) Don Jones
Mary Keller, Ed.D.
James Mitchell, Ed.D.
Kathleen O'Beirne
Robert Ray
Mary Jo Reimer
Sandy Schwartz
General (Ret) Thomas A. Schwartz
Patricia Shinseki
Lieutenant General (Ret) H.G. "Pete" Taylor
Zoe Trautman
Joyce Ward
Executive Committee
Colonel (Ret) Eric M. Flake, M.D., Co-Chair
Patricia Lester, M.D., Co-Chair
Richard M. Lerner, Ph.D.
Ronald S. Palomares-Fernandez, Ph.D.
Members
Sarah L. Friedman, Ph.D.
Kenneth R. Ginsburg, M.D.
Elizabeth J. Hisle-Gorman, MSW, Ph.D.
Colonel David A. Klein, M.D., MPH
Leanne K. Knobloch, Ph.D.
Jacqueline V. Lerner, Ph.D.
Gregory A. Leskin, Ph.D.
Shelley MacDermid Wadsworth, Ph.D.
Ann S. Masten, Ph.D., L.P.
Daniel F. Perkins, Ph.D.
Ms. Charlene Austin
The Honorable Valerie Baldwin
Ms. Patricia “Tosh” Barron
The Honorable Carolyn H. Becraft
General (Ret) B.B. Bell
Major General (Ret) Charles Bolden, Jr.
Mr. Scott Bousum
Commander (Ret) Brunhilde K. Bradley
Dr. Chuck Brooks
The Honorable John Carter and Mrs. Carter (Erika)
General (Ret) and Mrs. George Casey (Sheila)
General (Ret) and Mrs. Peter Chiarelli (Beth)
Lieutenant General (Ret) and Mrs. Kurt Cichowski (Laura)
The Honorable Chet Edwards and Mrs. Edwards (Lea Ann)
General (Ret) Tommy R. Franks
Vice Admiral (Ret) and Mrs. William French (Monika)
Ms. Regina Pedigo Galvin
The Honorable Pete Geren
Mr. Roy Gibson
The Honorable Robert L. Gordon III
Major General (Ret) Gus L. Hargett, Jr.
Rear Admiral (Ret) and Mrs. Leendert Hering (Sharon)
Colonel (Ret) and Mrs. Anthony R. Hernandez (Jennifer)
General (Ret) James T. Hill and Dr. Toni Hill
Lieutenant General (Ret) and Mrs. William Ingram (Lil)
Ms. Marianne Ivany
Lieutenant General (Ret) and Mrs. Darrell Jones (Holly)
Mr. Gary Knell
General (Ret) and Mrs. Leon J. LaPorte (Judy)
General (Ret) and Mrs. Craig McKinley (Cheryl)
Mr. Drayton McLane, Jr.
Lieutenant General (Ret) and Mrs. Thomas Metz (Pam)
Major General (Ret) and Mrs. Paul Mock (Karen)
Dr. Robert Muller
General (Ret) and Mrs. Richard Myers (Mary Jo)
The Honorable James Peake and Mrs. Peake (Janice)
General (Ret) Dennis J. Reimer
Mr. Reginald Robinson
Mr. Gilbert Sanborn
Dr. Stefanie Sanford
General (Ret) and Mrs. Norton Schwartz (Suzie)
Mr. James H. Shelton III
Ms. Barbara A. Thompson
Lieutenant General (Ret) George J. Trautman III
Dr. P. Uri Treisman
Mrs. Ann Utley
Eric Waldo, J.D.
The Honorable Rosemary Freitas Williams
MCEC STAFF
Rebecca I. Porter, Ph.D. President and Chief Executive Officer
Kyle Wood Chief Operating Officer
Laura Cayton Director, Office of the President/CEO
Kyra Bush Vice President, Education Services
Cindy Simerly Vice President, Advancement
Juan Agosto Director of Technology
Shellie Campos, SHRM-CP Director of Human Resources
Lee Ann Deal, CFRE Director of Development
Juan Garcia, CPA Comptroller
Carrie Garlick Director of MCEC Global Training Summit
Lori Genthner Interim Chief of Logistics and Retail
Tara Gleason Director of Programs
Karen Kirk Director of Marketing & Brand Creative
Anna Startzell Director of Government Relations
Karen Kirk, Editor in Chief
Cindy Simerly, Contributing Editor
Lee Ann Deal, Copy Editor
Netta Killian, Graphic Designer
Brittany Mahlstedt, Media Relations
Our website looks different! Programs, initiatives and needs evolved, and it was time for a change. Here are some new features as you explore:
A new site can be challenging to navigate, so we created intro guides that take you to top content for Students, Parents and Professionals. Not sure exactly what you’re looking for? Go to the intro guide. Don’t know if Call for the Arts is an initiative, program, or event? Go to the intro guide. We simplified navigation with a streamlined menu.
The homepage features links to our latest MCEC Podcast and Parent Webinars. One click into webinars reveals the entire month of webinar offerings. Register for an upcoming webinar or watch one on demand. And remember, at the end of each month our webinar recordings are uploaded to YouTube. If you missed one, you can find it on our channel!
With generous funding from BAE Systems, we upgraded our toolkit, and topics and strategies are integrated into the website. The Well-being Toolkit features over 400 resources, as well as quick links to partner organizations that support student, parent and professional well-being.
Dive in and explore! Like a PCS move, it will eventually feel like home to you, too.
Strong Foundation, Future Success. When something lasts and thrives, whether it is a building, a business, a job, or a family, the results are rarely a matter of luck. Truly durable, sustainable success requires a strong foundation – and the wisdom to create that foundation.
It is the same with any young person’s relationship to education. Our Global Training Summit, July 29-31 in Washington D.C., helps educators and parents become master foundation-builders for their students’ and children’s educational futures. We are bringing a fantastic slate of esteemed educational and behavioral experts, military leaders, and inspirational guest speakers with a focus on three life-changing, foundational pillars of education.
The first pillar is Life-Long Learning, a desire for which is sparked by curiosity and the rewards gleaned from understanding. What a gift when the world is our classroom, and our learning never ceases! How can we impart this gift to more children?
Our second pillar is Well-Being, which addresses the challenge to learning and thriving when we experience loneliness, uncertainty, or other painful emotions. Our journey to life-long learning can be diverted or even derailed when these forces dominate our consciousness. What should we do to support emotional and behavioral health?
The idea of purpose informs our third pillar, Community-Building. Becoming involved in something bigger than ourselves is rocket fuel for life-long learning and a goldmine for wellbeing. How do we apply what we teach so students are inspired and understand how to use them in the many aspects of their lives?
This issue of On the Move highlights topics from our Global Training Summit. It provides insights and information to assist you in creating foundations for children’s future success that will last for generations to come.
Please join me in making a difference in the future of military children!
Cecil D. Haney Admiral, United States Navy (Retired) Board Chair, Military Child Education Coalition
At MCEC, we are constantly working to find new ways to serve military children and the adults who support them. Our efforts result in a variety of different programs that are evidence-informed and designed to enable students, educators, and parents to succeed.
We are especially proud of the success realized by our Student 2 Student® (S2S™) program which is celebrating its 20th anniversary this year! Since its launch in 2004, S2S has grown into one of MCEC’s flagship initiatives, operating in schools at all grade levels, all over the world. In S2S, military and civilian students work together and step forward to help all the “new kids” (not just military-connected) feel welcomed to their new school and engaged in their new community.
Jumping forward to today, MCEC just launched its new Learning Hub which helps parents, teachers, and professionals navigate the challenges military-connected children face throughout their education experience. The MCEC Learning Hub’s self-paced courseware delivers information, intuition, and inspiration — all free of charge and regularly updated. Read more about it on page 37.
Another new initiative — an online course for educators called Supporting Hidden Helpers in the Classroom — launches later this summer. “Hidden Helpers” is a term coined by the Elizabeth Dole Foundation and represents military-connected children who are part of a caregiving family whose service member or veteran parent is wounded, ill or injured. This breakthrough resource, written and developed by a team of educators at MCEC, will be produced through the technological expertise of PsychArmor.
We are also excited about our 26th annual Global Training Summit in Washington D.C., July 29-31. This year’s theme is a life-changer: Strong Foundation, Future Success. For more information, please see the letter from the chair of the MCEC Board of Directors, Cecil Haney on the previous page. You can also visit our website. Those joining us in D.C. are the first to experience the pilot of our Supporting Hidden Helpers in the Classroom, that I described above.
Sometimes the challenges military children face can feel reassuringly minor, like an awkward day in a new school. Other times, however, they include more traumatic, troubling realities. MCEC is proud to serve military-connected children across this range of needs while helping a coalition of teachers, professionals, and parents cultivate students’ curiosity, foster their emotional well-being, and clarify their sense of purpose. We are grateful for these opportunities to serve the children of those who serve us all, and for your support of our critical mission.
Warm Regards,
Dr. Becky Porter President and Chief Executive Officer, Military Child Education Coalition
BY ROLLIE SAMPSON, MA, LCMHC, NCC MCEC Military Student Well-being Manager
In June 2001, the publication of the U.S. Army’s Secondary Education Transition Study (SETS) set the stage for a shift in military student support at both the state and national levels. The study, conducted on behalf of the U.S. Army Center for Community and Family Support Center (CFSC) by the Military Child Education Coalition (MCEC), looked at the impact of high school transitions for military-connected students. The results and recommendations from the SETS study would eventually become the foundation for creating Installation School Liaisons, the Military Interstate Children's Compact Commission (MIC3), and the Student 2 Student® (S2STM) program. Over the next 20 years, MCEC continued to lead the discussion on military-connected student needs through ongoing research, outreach, advocacy, parent support, and professional development.
Established in 2004, the Student 2 Student program brought the concept of military-connected student support to school campuses across the globe through a student-led, peer-to-peer transition program connecting civilian and military-connected students. The S2S program initially focused on new student support by providing opportunities for new students to meet other students, build new peer groups, and grow academically. The goal of the program was to unite each campus, creating a culture of inclusion for all students.
Today, the S2S program continues to provide peerto-peer transition support using evidence-informed
approaches while making a positive impact within schools and communities using the S2S six core values: Leadership, Academics, Service, Climate and Culture, Relationships, and 100% Acceptance. As S2S celebrates its 20th year, the program continues to expand its resources for advisors, student training, and curriculum offerings. It is also aligning with educational best practices that promote inclusion and belonging including Positive Youth Development (PYD), Multi-tiered Systems of Support (MTSS), and American School Counseling Association (ASCA) Student Standards.
Building on a solid 20-year foundation of program delivery and research, the S2S program continues to support students, staff, and schools through innovative practices and program accessibility for all school types. Here are just a few of our new initiatives to launch our next 20 years of S2S programming!
The Learning Hub is an interactive online training platform that offers student and staff training modules, downloadable resources, studentled mini lessons, and self-paced professional development for educators. The Learning Hub is designed to support S2S advisors and school-based programs with supplemental curriculum aligned with the S2S Core Values.
Using the ECHO® platform, the S2S Advisor PLC series addresses student behavioral health and wellbeing through components of the
S2S program. Each learning session provides evidence-informed practices aligned with an S2S Core Value and opportunities for S2S advisors to collaborate on program challenges and delivery. The six-part series is offered from September through May.
From in-person, multi-school student summits to online enhancement lessons, the S2S program has a wide range of offerings for student programming. During the 2024-2025 school year, the S2S program will launch a series of downloadable student-led mini lessons and a Career Technology Education (CTE) webinar series featuring unique STEM careers across an array of career pathways.
The S2S program and resources align well with Purple Star School (PSS) requirements including a peer-led transition support team, a designated PSS point of contact, online resources for military families, annual recognition or celebration events, and staff professional development.
Although the S2S program has its roots in military-connected student support, the program’s evidenceinformed practices also meet the needs of other highly-mobile student populations including displaced or homeless students, foster care students, migrant students, refugee or immigrant students, and English as a Second Language (ESL) students.
The S2S program aligns with the Multi-tiered Systems of Support by providing Tiers 1 and 2 interventions
for students. S2S curriculum also supports ASCA Student Standards and school counseling programs which complements MTSS Tier 3 services. Thriving S2S programs support comprehensive school mental health and well-being initiatives to address the whole child.
The MCEC Student Advisory Council (SAC) gives high school students an opportunity to expand their leadership skills, engage with peers from other peer support programs, identify issues that impact militaryconnected youth, and learn advocacy skills to create change within their communities.
The SAC is open to past and current attendees of the Frances Hesselbein Student Leadership Program, Caregiving Youth Student Leadership Program, and current high school Student 2 Student Core Leader team members through a rolling application cycle. Students serve for two years on the council, attend eight-ten virtual meetings per school year, and have the opportunity to represent the SAC at MCEC’s annual Global Training Summit.
Each year, the SAC will select focus areas and annual goals based on current MCEC initiatives, research specific to military-connected youth, and the S2S Annual Student Feedback Survey. SAC members' feedback and recommendations will influence future S2S programing and help elevate student voices.
BY DR. ERIC M. FLAKE MCEC Board and Science Advisory Board Member
There’s a term that you may not have heard of, or you may be hearing about more when describing our children in elementary, middle, or high school. It’s the term neurodivergent or neurodivergence. Neurodivergence refers to the natural differences in thinking and acting among individuals.
There are many different types of neurodivergent individuals. While some people who are neurodivergent have medically diagnosed conditions such as Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), or dyslexia, it also describes many people without a formal diagnosis. Society often emphasizes a narrow range of what’s considered to be “typical” neurological characteristics – in other words, the way our brains are typically wired. Neurodivergence highlights and acknowledges the broad diversity and richness of the way different human minds work.
For over 20 years, I have had the privilege of working directly with neurodivergent children and training the next generation of professionals to help advocate for a better understanding of neurodivergence. I have admired the strength and resilience of neurodivergent children as they encounter challenges in their lives daily. Often, their thoughts and actions are misunderstood, resulting in them being labeled as a “bad kid.” Constant negative labels demoralize these children, making it harder for them to appreciate their
strengths. Parents and caregivers of young people should appreciate that by learning about these neurological differences, our children stand to recognize the good that comes from some of the challenges of being neurodivergent. They can become self-advocates for their neurodivergent strengths instead of just focusing on their challenges.
Here are 10 benefits to embracing and understanding neurodivergence. These benefits aren’t just for the kids but also for yourself as a caring adult.
Content provided courtesy of the Center for Parent and Teen Communication, Children's Hospital of Philadelphia. © 2024 The Children’s Hospital of Philadelphia. All rights reserved.
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Diverse Perspectives: Neurodivergent people often bring unique perspectives to various situations. Their different ways of thinking and processing information can lead to innovative solutions, creative ideas, and fresh problem-solving approaches.
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Empathy and Compassion: Many neurodivergent individuals are highly empathetic and compassionate. Their unique perspectives and experiences can lead to a deep understanding of others’ emotions and a strong desire to help and connect with people.
Enhanced Creativity: Neurodivergent minds often tend to think outside the box. Thinking differently can increase creativity in various areas of our lives, such as art, music, literature, and technology.
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Attention to Detail: Many neurodivergent individuals excel in paying attention to details that others might overlook. Added focus can be particularly beneficial in jobs that require precision and accuracy, such as scientific research, engineering, and data analysis.
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Determination and Resilience:
Neurodivergent individuals often face challenges in a world designed for neurotypical individuals. Challenges can foster determination, resilience, and a strong sense of advocacy for themselves and others.
Non-Linear Thinking: Neurodiverse minds may excel in abstract thinking, allowing them to make connections that might not be immediately apparent. This type of thinking can lead to breakthroughs in various fields.
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Specialized Skills and Interests: Some individuals frequently develop intense interests and skills in specific areas. These areas of expertise can contribute to advancements in various professions and contribute uniquely to society.
Enhanced Memory and Pattern
Recognition: Some individuals possess exceptional memory and pattern recognition abilities. These skills can be valuable in professions that require memorization, analysis of complex data, and identifying patterns in information.
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Problem-Solving Abilities: The different ways neurodivergent individuals process information can lead to new problem-solving approaches. Their ability to see problems from multiple angles can result in practical solutions.
Contribution to Diversity and Inclusion: Embracing neurodiversity fosters a more inclusive and accepting society. Recognizing and valuing neurodivergent individuals for their strengths encourages a broader understanding of human potential.
It’s essential to recognize that the benefits of neurodivergence are not limited to a specific trait or condition. Each individual’s experience is unique, and their contributions can vary. Embracing neurodiversity promotes a more comprehensive and holistic understanding of human capabilities, enriching our community.
Adolescence is a time of rapid development rivaled only by the first few years of life. Our children go through so many emotional and physical changes during this time that it is easy for them to feel unsure. Yet the enduring connections they have with friends and family form the blanket of security they need to become their best selves.
BY DR. KEN GINSBURG Pediatrician and Member of the MCEC Science Advisory Board
is a time of rapid development rivaled only by the first few years of life. Our children go through so many emotional and physical changes during this time that it is easy for them to feel unsure. Yet the enduring connections they have with friends and family form the blanket of security they need to become their best selves.
The most protective force in our children’s lives is the connection they have with family — its proven by research and rings true to our real-life experiences. Family connections are critical, but young people also reap benefits from multiple layers of connections. That includes relationships with caring adults in their schools, after school programs, communities, and faith-based organizations. The more healthy connections, the better.
Human connection and the ability to get through things together allow us to recover from challenging times. Solid connections allow us to be vulnerable because we know we can turn to others who genuinely care. We would do the same for them if and when they needed us.
Connection also lets us more fully celebrate joyous times. For teens, it allows them to try new things and be exposed to opportunities that will develop their skills and build their confidence. When our adolescents are surrounded by many protective connections they will continue to seek other healthy relationships throughout their lives and will build strong families of their own. Connection is one of seven critical elements for building resilience within our children.
Our loving presence in our children’s lives forms the root of their security. However, it is more than our physical presence that offers them security. It is how we see them.
Teens feel pressure to “find” themselves. They are working to answer the difficult question, “Who am I?” They are routinely judged. Schools, teams, and organized groups evaluate their performance. Peers determine whether or not they fit in. This can be stressful and can pressure teens into doing what it takes to fit in. But how families see them forms the basis of how they see themselves.
Parents’ knowledge of their teens’ strengths is deeply protective. It is our love that offers them a solid sense of self. What is love? Love is seeing someone as they really are. As they deserve to be seen. Not based on a temporary behavior, or by what they might produce. Loving is different than “liking.” It’s ok if we don’t like everything our tweens and teens do. Loving is an active, thoughtful process. When others narrowly define our teens’ worth we must remind them they are good to the core. Because family members also see the faults, it makes noticing the positive even more powerful.
In addition to connection, coping, confidence, competence, contribution, character, and control make up the the 7 Cs of Resilience. These essential elements for positive youth development give parents a way to frame how to raise successful tweens and teens able to thrive in both good and difficult times. They are described fully in Building Resilience in Children and Teens. When taken together, they strengthen families and empower teens. The connections between the Cs are powerful, each building upon each other. Just as our connection to others enriches us to be better than we could be alone.
Resilient people can feel fully, even when they feel uncomfortable. Experiencing emotions allows people to move forward. The basis of how your teens will manage emotions throughout their lives is established at home. It is there they learn to share instead of hold back feelings. It is there they learn that experiencing emotions is a sign of strength instead of weakness. It is there they learn that vulnerability creates an opportunity to draw strength from others.
Teens who grow up in caring homes learn to care. They learn whether they are listened to or whether adults brush aside their thoughts and feelings. Expressing something like, “I want to better
understand how you’re feeling. Please tell me so I can try to help,” goes a long way. This kind of open, honest communication strengthens relationships and makes it more likely our teens will come to us for guidance. Sometimes our children’s problems may seem unimportant or overblown and we may be tempted to say, “Get over it,” or “It’s not a big deal.” But when we belittle or dismiss them in this way, we discourage them from coming back to us as a valued resource. Instead, we must hear them and be sensitive to their
"Parents’ knowledge of their teens’ strengths is deeply protective. It is our love that offers them a solid sense of self.
"feelings. When we do, our teens learn to listen to their own emotions and benefit from recognizing and expressing their feelings.
We want our children to be able to connect to their emotions. Even unpleasant emotions inform us how to successfully navigate the world. Anxiety tells us when we should be cautious. Sadness reminds us that we care. Anger warns us that someone has violated our boundaries, and we may need to defend ourselves. This is the kind of self-awareness that builds confident, capable young people.
Many things can get in the way of our ideal connections. Not all parents live with their children. Our lives are busy. Sometimes what we are doing to provide for our children (like working!) means that we have less available time for them. Their schedules also may become busier during adolescence, leaving less time for us. Finally, in this increasingly tech-driven world, our teens may occasionally turn away from family as the primary source of connection.
The good news is that it is the quality, rather than the quantity of our connections that really matters. When young people feel really listened to, for even a short time, it holds tremendous value. Consider having a technology-free dinner together every week. Or schedule an event — game night, a weekly walk, or make your own pizza night — that clearly states this is “our” time. If you want them to be enthusiastic
about the time together, let them choose the activity. If you do not live with your child, make technology your friend. Use video chats, email, text or social media to maintain, and even strengthen, meaningful relationships across a distance.
In infancy and early childhood, parents are the center of their children’s world. (And it feels good!) As our children grow it is critical they are part of an everwidening circle. Connections to educational, civic, spiritual, athletic, recreational, and artistic groups can increase their sense of belonging to a larger world.
Peer connections prepare them for the world of work and ultimately to find life partners. School engagement is critical to academic success. Other caring adults they meet may offer them exposure to life’s possibilities.
It is also important that we encourage our teens to forge connections that build strong communities. It is often said, the future will be built on well-worn paths between neighbors. It is our reaching out to those who might hold different views that ensures our continued success as a nation. The root of connection in our communities is not really that different than it is in strong families — it is about respectful listening, empathy, and seeing people in their best light, as they deserve to be seen.
We want our adolescents to grow to become selfsufficient and independent. But independence must not mean isolation or disconnection. Our goal must be interdependence across generations.
When we honor our teens growing independence during adolescence, rather than trying to control them, they will choose to maintain warm, secure connections with us. The secret is in maintaining a secure connection, even as they temporarily push us away as they learn to stand on their own.
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BY: JENNIFER DAILEY-PERKINS (JDP), DoDEA Grant Program Manager
Well-prepared, supported, and empowered educators are critical to developing college and career-ready students in our current reality. In this context, since 2009, the DoDEA has granted more than 520 awards amounting to over $653 million in investments in public schools that serve military-connected students. Over 3.2 million students in 125 Local Education Agencies have benefited from the DoDEA’s Grant Program. Through the implementation of grant projects, it is our hope that school districts not only meet their identified project goals but also spark inspiration and a renewed sense of purpose which ignites a desire to magnify effective grant implementation practices and leverage new promising practices.
It has been often stated in education that the COVID-19 pandemic created challenges which reduced teacher agency and stretched resiliency. However as discussed in the book “Leading the Rebound: 20+ Must-Dos to Restart Teaching and Learning," Douglas Fisher and Nancy Frey, along with Dominique Smith and John Hattie, discuss how the pandemic has also created a unique opportunity in education to reboot teaching and learning by magnifying the effective practices from the past while leveraging the many recent lessons learned. Using their charge, the DoDEA Grant Program has provided grantees with resources that build efficacy, highlight promising practices, and inspire school districts to take stock, reflect, and develop a path forward to implement grant programs that increase student learning and achievement.
At the upcoming MCEC Global Training Summit, we will share some of those actionable approaches, tools, and strategies that have inspired our grantees to make this next normal in education a better normal. We hope you will join us. In the interim, you can find an abstract, listing of all active DoDEA grantees, at the map on the homepage of our website at dodeagrants.org
Learn more about support programs for militaryconnected students with "Empowering the Future," Tuesday, July 30, 9:45 a.m. at the MCEC Global Training Summit.
Jennifer Dailey-Perkins (JDP) is responsible for the agency’s outreach for military children in public schools through the management of the DoDEA Grant Program. She has oversight of over $600 million in grant funding to over 100 military-connected schools throughout the nation, impacting more than 3 million students. JDP holds a post-graduate certificate in Strategic Planning and Urban Policy from Walden University, a Master of Social Work degree from Virginia Commonwealth University, a Bachelor of Science degree from Miami University (OH), and is a graduate of the Office of Personnel Management, Graduate School USA Executive Leadership Program. Her dedication and hard work have been recognized with the 2020 DoDEA Director’s Recognition of Excellence Award and the Department of the Air Force Exemplary Civilian Service Award. However, her most cherished role is being a mother to her military-connected child; therefore, it is quite fitting that, prior to arriving at DoDEA in 2012, JDP spent over a decade serving in various federal capacities in support of military child education.
BY: BROOKE RICE, Ed.D. Vice President, Work-Based Learning & Advisory Board Activation | NAF
As the daughter of an Army soldier, I've seen firsthand the unique challenges and opportunities that come with growing up in a military family. I vividly remember the frequent moves, the adjustments to new schools and communities, and the periods of parental deployment. While it wasn't always easy, I now recognize the invaluable experiences and the deep appreciation for diverse cultures and perspectives that shaped me into the person I am today.
My parents cared deeply about my education and were always trying to find communities near our assigned military base with good schools that would help prepare me for whatever future I wanted. The trouble was, when I got to high school, I wasn’t confident in my ability to choose a career for myself beyond those that I saw on a regular basis.
“What do you want to be when you grow up? Which college are you going to?” By the time they’re 18, teens are expected to make major life decisions about their future, which often causes them (and their families) much anxiety. As someone who has navigated these challenges, I'm particularly passionate about this work and the impact it can have on students, which is why I’ve spent the past 20 years of my career supporting students and their communities on this journey.
What do I know now that I wish I knew back then? All students should participate in a range of work-based learning experiences before graduating to help them explore potential careers alongside industry professionals, further develop the skills they need for success, and build a network of connections that can help them navigate their path forward. Work-based learning, an instructional strategy that has been implemented for many years with a great track record for outcomes in this area, includes activities such as job shadows, mock interviews, internships, and apprenticeships. The problem is that schools have many responsibilities, and workbased learning is often only offered for a handful of students in certain programs, if at all. Even university-bound students need to know what careers they want to pursue; otherwise, college is a very expensive career exploratory program. How can you help? Ask your local schools about what work-based learning opportunities are available to middle and high school students. If your local schools don’t offer these opportunities, advocate for them to do so. In the meantime, parents, businesses, and community members can organize some of these activities for students themselves, leveraging those in their own network or community. NAF, the national non-profit organization that I work for, offers many free resources to help build impactful work-based learning experiences for students. We also recently launched a free online platform called KnoPro, where students build their futureready skills through daily skill-builders and monthly challenges. Any high school student in the country (or American high school student stationed overseas) can participate — and win up to $10,000!
By leveraging the strengths of military-connected children and providing them with the necessary support and resources, we can help them thrive on this step in their journey. If you're a parent of a military-connected child, I encourage you to explore the resources and opportunities available through organizations like NAF. Together, we can help our children navigate the unique challenges of military life and unlock their full potential.
Brooke Rice is a Vice President at NAF, an education nonprofit organization that partners with high schools and communities across 35 states and territories to ensure students are future ready. To connect with Brooke, reach out to her at brice@naf.org.
If you’re interested in learning more about work-based learning, Brooke will be presenting “Ready Set Go: Helping Students Navigate Career Decisions” at the MCEC Global Training Summit Tuesday, July 30 at 9:45 a.m.
BY: ASHLEY JENSEN, LMFT Senior Manager of Clinical Practice, Cohen Veterans Network
Military-connected youth navigate a world unlike their civilian peers. Frequent relocations, parental deployments, and the constant undercurrent of tension associated with military service can foster remarkable strengths like adaptability and resilience. However, these experiences can also lead to feelings of isolation, fear, uncertainty, and loneliness. A 2022 National Military Family Association survey revealed a troubling reality: only 9% of teens with a deployed parent reported high mental well-being, with a significant portion (28%) experiencing low mental well-being and a concerning 37% having thoughts of self-harm. Significant challenges are similarly noted in the pediatric population.
The challenges faced by military-connected youth are further compounded by a national shortage of qualified mental health providers. This deficit is particularly concerning when considering the lack of widespread training for mental health professionals specifically equipped to address the unique needs of military families. A 2014 RAND study found that only 13% of mental health providers met criteria for providing culturally competent care to military members, veterans, and their families. This lack of qualified professionals creates clinician shortage areas where a clear correlation exists between therapist scarcity and higher youth suicide rates.
Organizations like Cohen Veterans Network (CVN) are actively working to bridge this critical gap. CVN provides culturally competent mental healthcare specifically tailored to military youth and their families. CVN equips therapists across the United States with the knowledge and skills necessary to effectively serve this unique population. By expanding the pool of culturally competent therapists, CVN is making a significant impact on the mental health landscape for militaryconnected youth.
While therapy plays a vital role, mental health is a holistic issue that thrives within a supportive community. Here are five ways you can make a positive difference in the mental well-being of a militaryconnected youth:
Foster Relationships: Military youth often feel isolated due to their unique lifestyle and experiences. One youth shared the difficulty of connecting with peers in her local community despite having close online friendships. Look for those who tend to be alone and create safe opportunities for them to connect with others in the group. Take the time to get to know military youth as individuals, explore their strengths and interests, and help them find common ground with their peers.
Engage Families: Military families can face hidden struggles. A deployed parent might leave the remaining caregiver overwhelmed, or a family member's illness could create undue stress on the youth. By taking the time to understand family dynamics, you can better connect them with resources or support systems that address the root causes of the youth's challenges.
Embrace Flexibility: Stress can manifest in challenging behavior. Instead of enforcing rigid rules, consider the potential underlying causes. Approach youth with curiosity and a desire to understand their perspective. Be open to adapting your approach to better support their individual needs. Does a student need extra time on an assignment? Is a discussion topic triggering anxiety? Allow them to take a break to regulate their emotions. Ask them what they need and explore ways to meet those needs within a reasonable framework.
Know the Signs: Be aware of potential warning signs that might indicate deeper mental health issues. These can include changes in sleep patterns, appetite, or behavior; difficulty regulating emotions; declining academic performance; loss of interest in activities; trouble focusing; or substance use. If you notice any of these changes or other concerning behaviors, talk to the youth in a caring and non-judgmental way to better understand their experiences. Engage caregivers and other trusted adults to provide support and explore the possibility of seeking professional help.
By working together, fostering a supportive community, and using available resources, we can create a brighter future where military-connected youth not only survive but thrive.
A network of support exists to empower both youth and the adults who care for them. Here are a few key resources:
• The National Suicide Prevention Lifeline: Dial 988 for immediate support and resources.
• Jed Foundation (jedfoundation.org): A youth mental health resource center.
• The Trevor Project (thetrevorproject.org): Resources specifically for LGBTQ+ youth.
• Bloom (bloommilitaryteens.org): A youthled organization dedicated to amplifying the voices of military teens.
• Cohen Veterans Network (cohenveteransnetwork.org): A network of mental health clinics across the United States who serve veterans, active duty service members, and their families.
Ashley Jensen is part of a Pre-Summit session at the MCEC Global Training Summit, "Mental Health Risk Factors and Suicide Prevention for Military Families," Monday, July 29, 8:30-11:30 a.m.
BY CARLA F. WYRSCH
Weare all familiar with the iconic World War I propaganda poster featuring Uncle Sam leaning in sternly and pointing with the tagline, “We want you!” Military-connected families and advocates for military children in special education echo this sentiment: we want YOU to support our military-connected children! Our nation's strength and readiness depend on our military, so we all have a duty to care for our military community, which includes ensuring high expectations and providing high quality education for military-connected children with disabilities. This call to action is highlighted in a “Letter on Military-Connected Children with Disabilities”1 (Nov. 9, 2023) by the Director of the Office of Special Education Programs, Office of Special Education and Rehabilitative Services, Valerie C. Williams.
As a special educator, I understand this may seem like another task, added to a list that is already a mile long. I also understand that today teachers face greater adversity and are constantly asked to do more with less while continuing to do extraordinary things in the classroom. But just because you can perform amongst the adversity doesn’t mean you should or have to do it alone.
The duty to support our military children is the responsibility of each one of us; however, we at Partners in PROMISE do not want you to take on this mission alone. So, how can we cultivate and equip a supportive team? We will explore the unique challenges military children face, identify the needs of educators like you, and provide data-driven solutions to support you and our military-connected children.
According to information from the Department of Defense, there are over 1.6 million military-connected children who face various challenges and unique experiences due to their family's military service. One of the primary challenges these children encounter is frequent Permanent Change of Station (PCS) moves,
qualifying this population of students as highly mobile. Military families move every two to three years. Some families may move as many as eight times between when a child enters kindergarten and graduates from high school. The absence of continuity can be particularly daunting and may mean a family has to start over establishing services each time they move. In our 2022 survey, we found that after a PCS move, the average family waited 5.75 months for special education services after transitioning to a new school (Partners in PROMISE, 2022). Being highly mobile may not only delay special education services but also can affect a student’s academic progress, graduation requirements, extracurricular activities, emotional well-being, and ability to form lasting friendships, presenting ongoing hurdles unique to the military lifestyle. Understanding and addressing these challenges are essential to supporting you, the educator, and the well-being and success of military children in special education.
Partners in PROMISE (PiP) identified the limited research focused on the unique needs of military families and those who support them, as well as the
need to cultivate and strengthen the partnership between educational stakeholders and families. This became our call to action, leading us to reach out to school staff and families alike to gather their experiences and stories and develop data-informed solutions to equip both groups. Over the past three years, PiP has surveyed the military family community to better understand the experiences of military children in special education. When analyzing the data from our surveys, we learned that many families experience challenges, especially during military moves. However, this was only one piece of the puzzle. So in 2022, to better understand the broader education landscape, we expanded our annual survey to capture the knowledge and experiences of professionals like YOU. The purpose of this survey was to explore the experiences, challenges, and needs of educational stakeholders serving military-connected students. When we listened to the stories and analyzed the data, we found that professionals like yourself echoed several common themes.
To strengthen the relationship between home and school and support you in working with militaryconnected children in schools, PiP explored each of these themes and offered data-driven solutions.
Carla Wyrsch and Partners in PROMISE are presenting on Tuesday, July 30 at the MCEC Global Training Summit at 9:45 a.m. Don't miss this session!
Improve Communication Between School and Families — To bridge the knowledge gaps, both groups need to ensure open lines of communication exist before arrival at the new school. This can be as simple as families reaching out to the new school, sending an introduction email and one-page “All About Me” document, and letting the school team know a little bit about their family and where they are coming from. If a school has advanced notice that a student will be arriving, they can initiate this interaction and request similar information as well as set up an IEP meeting. One resource that can streamline improved communication is PiP’s Special Education and Exceptional Family Member Program (EFMP) Binder. In addition, it is important to highlight that policies, curriculum, and culture differ from district to district. If the school can share information about these key components, it will make the transition more seamless for the military family and less work for you once the child arrives.
Knowledge of Military Organizations and Policies — School personnel should be familiar with organizations and policies that support military families. In our survey, school personnel demonstrated varying degrees of familiarity with support programs for military children with special needs and military-related programs at their school. Simple ways to bridge this gap include establishing a partnership with the local installation and personnel that can assist (i.e. The EFMP Office, School Liaison Officer (SLO), etc.), developing district policies for programs like advanced enrollment, and researching programs like the Military Interstate Children’s Compact Commission, often referred to as MIC3. In addition, it is vital to be informed about federal laws that drive the responsibility to support military children, including the Every Student Succeeds Act (ESSA) and the Individuals with Disabilities Education Act (IDEA)
Challenges Faced by School Staff Provide the Opportunity for Training — Many challenges cited in our survey mirrored those reported by all professionals in the education field: increased class size, limited staff and resources, etc. However, those challenges specific to serving military-connected children included managing the social-emotional needs of military-connected students and knowledge about military culture. One recommendation that would meet the needs of both challenges is to partner with installation resources to receive training on military culture (such as deployment cycles, jargon, etc.) as well as how to support the social-emotional needs of military children as they navigate the unique challenges that accompany this lifestyle.
Partners in PROMISE understands the value of strengthening the relationship between home and school, as well as equipping both families and educational stakeholders with the tools necessary to support our military-connected children. However, most importantly, we believe in school professionals like YOU. Spending many years in the classroom and watching as my own children navigated PCS moves and new schools, I have seen firsthand that schools can be one of the most important places for our children to quickly establish stability, routine, and a sense of safety. The predictability of the classroom routine and a caring adult will provide the comfort our children long for during this stressful time. I will conclude this article using inspiration from another propaganda poster — this time, the World War II poster of a woman flexing her bicep, tagged, “We can do it.” You CAN do it, but you do not have to do it alone. We WILL do it together!
In 2023, the U.S. Surgeon General, Dr. Vivek Murthy, issued an advisory titled “Our Epidemic of Loneliness and Isolation.” In his address to the American public, he highlighted that one in two adults experiences loneliness, identifying it as a pressing public health concern. This revelation may come as a shock, but the situation is even more dire for our students. In 2014, students showed up on college and university campuses with higher rates of depression, anxiety, and loneliness than ever before. Data shows drastic spikes in mental and social concerns among teens and young adults starting in 2012.
Assistant Professor U.S. Air Force Academy
There are various theories regarding the root causes of this significant shift in our sense of connection. While technology often bears the brunt of the blame, the timing of the rise in loneliness points more specifically to the advent of social media. Other contributing factors include diminished face-to-face interactions or IRL (in real life) engagements, as well as decreased participation in shared physical activities. Dr. Jonathan Haidt suggests that the prevalence of screen time during formative years, as opposed to outdoor experiences with their inherent challenges and mild risks, has impacted the mental well-being of our students. Additionally, we are spending more time living alone than ever before. However, living alone doesn't inherently lead to loneliness. Surrounded by hundreds of people or even sharing a bed with a partner at night, one can still feel profoundly isolated, while another person living and working in solitude might not experience loneliness at all. Ultimately, loneliness is a subjective experience, arising when our need for connection with others goes unfulfilled.
Loneliness exerts a profound impact on our emotional, physical, mental, and social well-being. It amplifies feelings of anxiety, anger, and suspicion while diminishing empathy, our sense of belonging, and overall joy. Moreover, loneliness is correlated with a host of health issues and can even affect our lifespan. It impairs our ability to concentrate and has been linked to the acceleration of dementia. At a societal level, loneliness exacerbates racial, religious, and ethnic tensions. In professional and educational settings, lonely individuals exhibit lower levels of engagement and effectiveness, along with decreased efficiency, and struggle with a diminished sense of belonging and loyalty. Furthermore, lonely people find it challenging to adapt to changes in their environment. Loneliness not only harms individuals but also undermines our collective well-being.
Cacioppo, J. T., & Patrick, W. (2008). Loneliness: Human nature and the need for social connection. W. W. Norton & Company.
Cigna Corporation. (2021). The loneliness epidemic persists: A post-pandemic look at the state of loneliness among U.S. adults. Retrieved from https://newsroom. thecignagroup.com/loneliness-epidemic-persists-post-pandemic-look
Bruce, L. D., Wu, J. S., Lustig, S. L., Russell, D. W., & Nemecek, D. A. (2018). Loneliness in the United States: A 2018 national panel survey of demographic, structural, cognitive, and behavior characteristics. American Journal of Health Promotion.
Human connection is a fundamental biological necessity for all individuals. While the intensity of this need may vary among people, the words of poet John Donne resonate: “No man is an island entire of itself.” During moments of loneliness, it’s crucial to reach out to others, whether that entails confiding in a longtime friend or engaging in a brief interaction with a grocery store attendant. Research indicates that we often underestimate the profound impact these connections have on our well-being. While technology can facilitate connection, there is no substitute for the intimacy of face-to-face interaction. In-person encounters allow for a depth of connection that cannot be replicated digitally. In Canada, a practice known as social prescribing has emerged, where physicians prescribe social activities such as community gardening, book clubs, dance lessons, or cycling groups to individuals as a means of combating depression and loneliness. This approach recognizes the therapeutic value of social engagement in promoting mental health and overall wellness.
As parents and educators, it is incumbent upon us to proactively address the social well-being of our children and students. Dr. Haidt proposes three specific interventions for fostering healthy social development. Firstly, he recommends limiting social media usage, advocating that individuals under the age of 16 abstain from it entirely. Secondly, he advises against allowing phone use during school hours. Lastly, he emphasizes the importance of facilitating more unsupervised play with peers and encouraging independence. While these suggestions may appear radical or even concerning to some, research indicates
that they serve as effective foundational steps toward nurturing resilient and interconnected young adults. Moreover, we must conscientiously examine our own behavior as role models in terms of technology usage and interpersonal interactions, while emphasizing the significance of genuine human connection. As evidenced by the subtitle of Dr. Murthy’s advisory, “The Healing Effects of Social Connection and Community,” fostering these connections is paramount for individual and collective well-being. It’s never too late to initiate the healing process, and there’s no better time than the present to do so.
Don't miss Dr. Kimberly Dickman on Tuesday, July 30 at the MCEC Global Training Summit with her Master Class at 8:30 a.m. and Distringuished Lecture Session at 2:30 p.m.
Haidt, J. (2024). The anxious generation: How the great rewiring of childhood is causing an epidemic of mental illness. Penguin Random House. Shovestul, B., Han, J., Germine, L., & Dodell-Feder, D. (2020). Risk factors for loneliness: The high relative importance of age versus other factors. PLOS ONE, 15(2), e0229087. https://doi.org/10.1371/journal.pone.0229087
Twenge, J. M. (2017). iGen: Why today's super-connected kids are growing up less rebellious, more tolerant, less happy--and completely unprepared for adulthood-and what that means for the rest of us. Atria Books.
United States. Public Health Service. Office of the Surgeon General. (2023, May). Our epidemic of loneliness and isolation: The U.S. Surgeon General's advisory on the healing effects of social connection and community. Department of Health and Human Services, Washington, DC. https://www.hhs.gov/sites/default/files/surgeon-general-social-connection-advisory.pdf
BY GREGORY LESKIN, PH.D., Director, NCTSN Military and Veterans Families and Children, UCLA National Center for Child Traumatic Stress
SUE LOPEZ, M.ED.
School Counseling and Instructional Design, MCEC
The National Child Traumatic Stress Network (NCTSN) Military and Veteran Families and Children Program has a long-established commitment to supporting the emotional and psychological well-being of military-connected students. For the past 10 years, the NCTSN has closely collaborated with MCEC to host a full day, pre-summit meeting to educate and train teachers, administrators, and mental health staff about trauma-informed best practices to support military-connected students. During this time, the NCTSN/MCEC team has brought together over 100 subject matter experts in behavioral health, psychological well-being, resilience, and military culture to describe ways to increase social and emotional supports for military-connected students in DoDEA and across public school settings. Based on these meetings, we have found that systematically addressing the behavioral health challenges faced by military-connected students necessitates identification and screening, universal prevention, intervention, and a collaborative team approach. The NCTSN and MCEC are very pleased to continue building this collaborative network and expand our partnership.
For the 2024 Global Training Summit Professional Development Pre-Summit, the NCTSN and MCEC have developed an exciting learning opportunity by bringing together top experts in school mental health, multitiered systems of support (MTSS), measurement-based care, teacher wellness, mental health literacy, and Purple Star School models. This year promises to be one of the best NCTSN pre-summit as we highlight several outstanding resources and programs, including the Comprehensive School Mental Health Program and Shape System from the National Center for School Mental Health, the teacher wellness program “Cultivating Awareness and Resilience in Education (CARE),” and MTSS for militaryconnected students.
The goal of this meeting is to involve teachers, school staff, and mental health providers in
discussions around MTSS, teacher supports, and comprehensive school mental health systems for militaryconnected students. Our plan is to bring together academic, military, and government leaders to ensure the highest level of resources on school mental health is available for teachers, schools, and mental health providers.
Recent research findings from NMFA and Bloom suggest military children and youth face unique challenges that can impact their mental well-being. These reports suggest that military youth can feel unseen and unheard, perhaps because of being a highly mobile group that often transitions across geographic locations and school systems. In 2022, the NMFA/Bloom Military Teen Experience Survey found that 28% of military teens reported low mental well-being, with an additional 63% indicating a moderate level of well-being.
Further, 37% of military teens shared that they thought of harming themselves or another person. School transitions have been shown to be a contributing factor to military youth mental health. The report states it is imperative to increase opportunities for military-connected youth to have access to mental health providers and services.
Several well-developed models of school mental health have documented that schools are an excellent setting to screen, identify, prevent, intervene, and provide referrals for childhood trauma and mental health challenges, including for military-connected children and youth. Mental health prevention and intervention are effective in school settings, especially when integrated and reinforced into the students' academic and social settings (Source: National Center for School Mental Health).
In her book School Supports for Students in Military Families, Dr. Pamela Fenning recommends a strengthbased approach to address the needs of militaryconnected students. She points out that a continuum of supports, including universal prevention delivered at the classroom and school levels, as well as those for groups requiring additional or more intensive levels of intervention, are appropriate for military students. MTSS is a preferred educational service delivery framework as it is a datadriven approach that accommodates academic, behavioral, and socialemotional supports for students based on their needs, challenges, or stressors. For example, MCEC’s Student 2 Student (S2S) program is an excellent example of a Tier 2 support for groups of transitioning students who could benefit from extra peer-based supports to ease their move into a new school setting and improve their sense of belonging, especially those students with mild distress or difficulties adjusting to the new school setting.
Comprehensive school mental health systems are specific tools and approaches to identifying
70-80% of children who receive mental health services receive those services in a school setting
and providing services for students with existing mental health concerns, as well as screening and early identification to help recognize students at risk for mental health issues (e.g., military students with multiple stressors, loss, or trauma). Dr. Sharon Hoover, co-director of the University of Maryland’s National Center for School Mental Health, plans to highlight several resources to help school staff and mental health providers incorporate comprehensive school mental health systems into their school settings, including the Shape System and School Mental Health Quality Guides. Dr. Elizabeth Connors and Dr. Samantha Reaves will provide an in-depth discussion on measurement-based care to support these models, especially for a highly mobile population. Sue Lopez and Rollie Sampson from MCEC will lead discussions on Purple Star Schools and the military student identifier (MSI), both outstanding examples of school-based supports for military-connected students.
Join us at the MCEC Global Training Summit, beginning on Monday, July 29th with these Pre-Summit sessions.
BY SHELLEY MACDERMID WADSWORTH MAGGIE DAILY
Military Family Research Institute at Purdue University
How will my military service and deployments affect my children in the long run? Have they gained important skills and abilities because of my military service? What can parents and professionals do to make the most of militaryconnected opportunities for children and minimize the risks?
Over the past 20 years, millions of parents have probably asked themselves these questions as they left and returned to their families due to military duties. Professionals who work with military families and leaders who design and implement programs to support them have similar questions.
We are a team of researchers who are working to try to answer these questions. We call our project Operation Military Experience. We think there are good reasons to expect that experiencing a parent’s deployment will not disrupt children’s development because of good support from family members at home, programs military families can use to support their resilience, and strong communities of other families they can call on. At the same time, some children might
experience problems for special reasons, such as particularly difficult deployment experiences or lack of access to supports.
Research conducted during the Operation Iraqi Freedom and Operation Enduring Freedom (OIF/ OEF) conflicts showed that family separations were generally stressful and challenging, but children were more likely to cope well when at-home caregivers coped well. In turn, at-home caregivers’ coping depended on their relationships with service members. We don’t know, however, how long the stress of separation lasted. Some studies suggest that it subsides quickly, but these are mostly short-term. We think it is important to conduct research to take a systematic look at the longer-term consequences so we can identify the good things as well as the risks of children’s exposures to parental deployment — and especially the things that help families and children to thrive. We hope our work can help parents, the Department of Defense, schools, and other community professionals support families who face these challenges in the future.
Our team is interviewing hundreds of families with children who are now aged 11 to 16 but who were separated early in life from a parent due to a significant military deployment. We are learning about families’ experiences across the children’s lives, including experiences before, during, and after the deployments. Parents are telling us about their relationships with each other and their children, as well as their own functioning. Young people are telling us about their relationships with family members and peers. They are also telling us how they are doing today and how they think about the future. They are telling us about their most memorable transitions, challenges, and accomplishments.
The team members for this study include: Shelley MacDermid Wadsworth (Purdue University), Patricia Lester (UCLA), Valerie Stander (Naval Health Research Center), Shawn Whiteman (Utah State University), Sharon Christ (Purdue University), and Leanne Knobloch (University of Illinois). Funding has been provided by the National Institutes of Health and the Department of Defense.
Up to two parents and two children are being interviewed in over 700 specially-selected families across the United States. Families first receive a postcard from the project team, followed by a letter with project details, and then a telephone call. After families agree to participate, project staff conduct individual interviews and participants complete surveys lasting about 30 minutes. Project procedures ensure that every family member has privacy and confidentiality.
This project is not only generating important new knowledge but also helping to train the next generation of professionals that military families might encounter as they go to work or school, participate in programs, or receive services. Over 30 undergraduate and graduate students have received rigorous training about military families and project procedures and spend hours every day reaching out to families to answer their questions and conduct interviews.
Maggie is one such student. She comes from a military family and is currently completing her undergraduate degree in public health. She has become one of the most experienced OpME interviewers and now supervises and helps to train other students. Maggie has embraced the opportunity to hear military families' stories so she can be a stronger advocate for military communities in her professional and personal life. She says, "I’ve learned that deployments do not stop the stressors of daily life from moving forward, and that military families are highly adaptable. Even when dealing with the absence of a parent during a deployment, families still have numerous life-altering events happen such as illnesses, deaths, graduations, and relocations."
A NOTE FROM MAGGIE DAILY:
Data collection will continue throughout 2025. The Military Child Education Coalition has been a significant supporter of this effort and will be among the very first organizations to learn about the results. We also plan to share our findings with military leadership, parents, educators, and policy organizations. Stay tuned!
While I personally do not have access to any answers provided from the completed interviews up to this point, from the ones I have conducted and the general findings there have been a few recurring situations that have been made apparent. More specifically, two things are evident: deployments do not stop life from moving forward, and military families are highly resilient and adaptable. Military families undergo demands that are not typical for a non-service family where they have a parent, both mother and father, gone for extended periods of time. Even when dealing with the absence of a parent during a deployment, families still have numerous life altering events happen such as illnesses, deaths, graduations, and relocations. Not only does life forge on, so must the service member’s family. Both the spouses and adolescents have learned to assimilate to new communities, schools, and environments to the best of their abilities.
MCEC is excited to announce the recipients of our inaugural Military Child Champion Award, created to honor the commitment and dedication to military-connected children by individuals, corporations, and organizations. The award highlights exceptional contributions of time, talent, and treasure benefiting military-connected children and their families. The recipients have been instrumental in assisting MCEC achieve our vision to ensure every militaryconnected child is college-, work-, and life-ready.
With delight, we recognize General Dennis and Mary Jo Reimer as the very first recipients of the Military Child Champion Award — Individual category. Through their efforts, MCEC conducted a study of the education challenges military-connected students experienced in transitioning during high school. The Secondary Education Transition Study (SETS) was seminal as the first quantified analysis of the academic and social challenges associated with the military lifestyle and served to drive policy decisions and future research.
The relationship forged between the Reimers and the legendary nonprofit sector leader, Ms. Frances Hesselbein, later extended to a relationship between Ms. Hesselbein and MCEC. That connection would evolve into what became the renowned Frances Hesselbein Student Leadership Program (FHSLP).
The FHSLP selects approximately twenty militaryconnected students annually to participate in a weeklong leadership learning experience at one of either the United States Military Academy at West Point or the United States Air Force Academy.
USAA was selected in the Military Child Champion — Corporate category. USAA has supported militaryconnected children and their families since MCEC’s earliest endeavors. Through the generosity of USAA and the USAA Foundation, MCEC developed the curriculum for Supporting Veterans’ Children Through Transitions, professional development for educators and other youth serving professionals. From 2017-2020, the USAA Foundation provided support for SchoolQuest, a free resource for military parents and students.
In a timely and heroic response during the COVID pandemic, the USAA Foundation provided a grant supporting a variety of MCEC programs for students, parents, and professionals, supporting MCEC’s programming delivered virtually, and creating the En Español Team and the Military Student Consultant Service Center. While continuing to support the Military Student Consultants, the USAA Foundation has most recently enabled MCEC to provide staff dedicated to increasing awareness regarding the mental health and well-being of military-connected students.
Finally, the Wounded Warrior Project (WWP) was
selected as the inaugural recipient of the Military Child Champion Award — Partner category. Thanks to the generosity of WWP, MCEC provided concentrated support to military-connected children and their families in the Colorado Springs area (2018-2019). We were able to establish a Parent Support Team that provided workshops, train Student 2 Student programs at all levels K-12 and deliver professional development training to educators regarding awareness of the Disability Act for children of wounded warriors and their caregivers. The culminating event of 2018 was an Inaugural Purple Ball for the children of military service members and veterans. In 2020-2021, WWP enabled MCEC to provide Military Parent Advocate Coordinators in Colorado Springs, Fort Bragg (now Fort Liberty), Camp Lejeune, Joint Base Lewis-McChord, and Camp Pendleton. From 2022 to 2024, WWP has facilitated MCEC’s support of youth in caregiving families through the Caregiving Youth Student Leadership Program which included the first and second annual week-long summits. WWP support also enabled caregiving youth to attend and fully experience MCEC’s Frances Hesselbein Student Leadership Program and the MCEC Global Training Summit.
Our congratulations and appreciation extend to all the recipients as we recognize the coalition of support surrounding our nation’s military families!
April was a very busy and successful Month of the Military Child. We are grateful we were able to engage with a new coalition partner, Stroller Warriors® Running Club, who donated the sales proceeds of their Purple Up T-shirts to MCEC. We welcome them to our mission!
Stroller Warriors Running Club is a free, global running club for military spouses and their families. Their mission is to help military families live happier, healthier lives through fitness, friendship, leadership, goal setting, networking, fundraising, and community service.
Since 2010, this inclusive club has grown to include 44 chapters across the U.S. as well as overseas. Runners of all stripes and abilities are welcome to be a part of this positive, welcoming organization, no stroller necessary! Stroller Warrior chapters are run by volunteers, and they make a positive impact on every community they are in. MCEC was chosen as one of four militaryconnected organizations that will be highlighted throughout 2024 during Stroller Warriors’ Global Outreach events. Each Stroller Warrior chapter will amplify our mission and share our resources. Check them out here, strollerwarriors.com, and get fit while making friends and supporting military kids.
MCEC’s 2024 Call for the Arts featured entries from across the globe. Hundreds of militaryconnected kids creatively expressed their strength, bravery, pride, and community.
This year we received many outstanding entries from Ankara Elementary High School, a DoDEA school supporting Ankara Support Facility in Turkey, a joint services base with Army, Navy and Air Force personnel, as well as local military and international refugees.
We asked artists to write about the inspiration behind their work, and the stories are often as powerful as the art. Middle School Spotlight Award winner, Tymur wrote, “For inspiration, I used my experiences and frustrations in Ukraine during the war. I created this to show how a child whose country is at war feels.”
You can view other Call for the Arts winners on our website by using this QR code or searching Call for the Arts:
Here on these pages, we wanted to share the inspiring work students of Ankara Elemenary/High School submitted:
“My artwork represents the things we collect over the years of being a military child. The items have great meaning to me because they helped me when I needed comfort."
Aylar A., Grade 5, Ankara Support Facility
“My artwork shows the friendship of Turkmenistan and the United States. I am grateful how the two countries can be unified.”
“My artwork was inspired by the many colors of military life. The dandelions represent how military children can grow wherever they are planted and are resilient.”
Hani H., Grade 4, Ankara Support Facility
“Since everyone in this school are from all over the world, I thought of drawing Earth with some languages from all over the world.”
“The artistic talent and creativity of our military-connected children is a joy to celebrate. For the past 22 years, thousands of children from our military families have shared their work, and we received amazing art again this year. Congratulations to our winners and thank you to everyone who participated. Selecting the winners was a challenge and an honor.”
- Dr. Becky Porter, MCEC President and CEO
Ayshat G., Grade 8, Ankara Support Facility
“I am inspired by how the different nations and flags make the world better.”
Andrew L, Grade 12, Ankara Support Facility
“The hardest part of being a military child is the moving, making life feel like it resets. I (look forward to) graduating into my new stage of life.”
Aynur A., Grade 2, Ankara Support Facility
“I appreciate all of the hard work that military families do to make a lot of difference. I drew me and my dad, to show my love for my dad and the military life.”
Sahar A., Grade 4, ASF
“There are soldiers from the military standing bravely, and people from different countries, representing my best friends and where they are from.”
Sofiia U., Grade 7, Ankara Support Facility
“This represents how I felt when the war in Ukraine started. I wanted to show that even in bad times there can be good moments.”
Simon P., Grade 8, U.S. Air Force
“Friendship is so important when you’re in a foreign place.”
Jael M., Grade 5, Ankara Support Facility
“My inspiration is to show how people from different cultures are part of the U.S. Navy.”
Nia S., Grade 7, Ankara Support Facility
“This artwork shows my journey of being a militaryconnected child traveling from country to country through rocketship. The swirls represent the challenges I faced.”
The art department at Ankara EH/S is a beacon of empowerment for military children. These students face unique challenges and find solace and strength in their art classes. The MCEC Call for the Arts contest provides a platform for them to express their unique experiences and perspectives.
This year, the students at Ankara E/HS have fearlessly delved into powerful themes and visual narratives, reflecting the experiences that shape their lives. These budding artists have skillfully employed the principles and elements of art to convey their messages, creating unified compositions that are a testament to their artistic skills.
Let's raise a cheer for our military-connected student artists! Their dedication, creativity, and talent have shone through, and we couldn't be prouder. Congratulations to every one of you.
Since 2006, The UCLA Division of Population Behavioral Health’s FOCUS (Families OverComing Under Stress) Program has supported military and Veteran family well-being throughout their journey of service. Most recently, evidence-based resilience programming for families with young children has been found to have a positive benefit as a virtual home visiting program.
The FOCUS-Early Childhood (FOCUS-EC) program was developed by Dr. Catherine Mogil and her colleagues to enhance skills that promote resilience in children and parents. The program addresses military-related family stress, including childhood separation from caregivers, additional at-home caregiver responsibilities, reintegration or transition challenges, and changing parent-child relationships in the context of missed milestones and parent psychological stress. In a randomized study supported by the Eunice Kennedy Shriver National Institute of Child Health & Human Development, FOCUS-EC was found to improve well-being outcomes for young children and their parents. The study was honored with the Military Family Research Institute’s 2023 Barbara Thompson Excellence in Research on Military and Veteran Families Award for their paper on a novel study that utilized a virtual home visiting model to reach military
families who are dispersed in civilian communities across California.
The UCLA FOCUS team has also developed a unique family center, located on a VA campus, to provide a suite of well-being services for Veterans and their family members.
The Veteran Family Well-being Center (VFWC) is part of a unique partnership between the University of California, Los Angeles (UCLA) and the VA Greater Los Angeles Healthcare System (VAGLAHS).
The skilled providers who make up the Center’s dedicated team are experts in the unique needs of Veteran families. VFWC services are available to Veterans, Guard, and Reserve families in California and are delivered in-person or through a virtual platform. The team hosts regular groups, including one focused on creative arts and another on storytelling to support resilience and skill-building among Veterans to strengthen their relationships. The VFWC also educates providers working
PATRICIA LESTER, M.D. Professor of Psychiatry
Executive Vice Chair, UCLA Department of Psychiatry
Director, Division of Population Behavioral Health Director, FOCUS Program for Military Families
UCLA- Semel Institute for Neuroscience and Human Behavior
with Veterans through a Speaker Series, hosting virtual seminars with experts sharing the latest research and strategies.
To learn more about the Division and its programming for Military and Veteran Families, visit dpbh.ucla.edu/about-focus/
Growing up in an Air Force family, Bria Woodyard experienced a lifestyle filled with unique challenges and opportunities. Moving from Virginia to North Carolina, Illinois, Nevada, and Alabama, she developed skills in adapting that have raised the curtain on a high-performance career.
Whilesome might find frequent moves arduous, Bria's family saw them as opportunities to learn and grow. Today, Bria is making waves in New York City as the associate company manager for the Broadway production of "The Great Gatsby." She was recently named to the 2024 list of Women to Watch on Broadway by The Broadway Women’s Fund.
Bria's journey began with her family's emphasis on exploring culture and entertainment in every new location. From a young age, her parents encouraged her to embrace local experiences, a habit that became second nature. She recalls a newspaper clipping of her and her sister, Morgan, at a local ballet as toddlers. “Our exposure to the arts started early,” she says.
Having a sister close in age was a source of comfort during their frequent moves. "It meant I had a built-in buddy no matter where we were," Bria reflects. Their bond provided stability and a sense of security, allowing them to navigate new schools and environments together.
the drama room led her to volunteer for school plays. This involvement quickly turned into a lifelong passion. Despite not always knowing she wanted a career in theater, Bria knew she was not suited for a typical 9-to-5 job. "Pants suits and cubicles were what I envisioned, and that seemed awful," she jokes.
Parkland Sings the Songs of the Future" and "freestyle love supreme." The former captivated her with its story and characters, while the latter took her on a tour, rekindling her love for travel. “Every night of ‘freestyle love supreme’ is a unique performance, weaving in observations from the different cities the show visits, and engaging with diverse audiences.”
Being named a Woman to Watch on Broadway is a significant honor for Bria. "I feel grateful," she says. "It is a boost of encouragement from women who are doing incredible work in all corners of the industry."
Bria's passion for theater was sparked during her school years. Although her initial pursuits were in viola and softball, her proximity to
The military lifestyle, with its constant relocations, prepared Bria for the dynamic world of theater. "It gave me my superpower of perspective," she says. This perspective helps her manage preshow nerves, handle angry patrons, and maintain composure in highpressure situations. She credits her ability to remain calm and focused to her experiences growing up.
Among Bria’s favorites of her productions to date are "Rags
Bria's family supports her career and often attends her shows. Her sister accompanied her to the opening night of "The Great Gatsby," an experience they both cherish. “Sharing my work with my family and friends gives them context for the stories I tell them about the theater and deepens their understanding of my profession.”
Working in theater, Bria finds common ground with performers who have also led mobile lives. While she may not have a lot in common with any one person, her diverse experiences make it easier for her to connect with almost everyone "On a new production, I
may meet 200 new people over the course of a month who all have very different roles," she explains.
Serving as the associate company manager for "The Great Gatsby" comes with a demanding schedule. She splits the responsibility of attending performances with the show's company manager, ensuring one of them is present at each show. She still finds time for fun, attending other shows too, often to support friends. And in what must be a nod to her Air Force upbringing, Bria soars above in the aerial arts, a form of acrobatic dance performed while suspended high over the stage. Her specialty is with the Lyra, an elegant steel hoop in which she spins, swings, and positions with grace and strength.
Bria’s proudest accomplishments include her work with the Broadway Advocacy Coalition and the Open Stage Project during the pandemic. These organizations strive to make the entertainment industry more equitable and reflective of lived experiences, a mission that deeply resonates with her.
For military kids aspiring to a career in theater, Bria’s advice is to explore all the opportunities — not just those onstage. "There is a whole community that works together to help get [actors] there," she says. “Whether it's math, design, social media, or politics, there is a place for everyone in theater.”
What’s next for this high-flying young professional? Bria's future is filled with possibilities. Although navigating from one show to the next has no guarantees, Bria thrives on optimism, always proactively seeking new opportunities. And now, as in her youth, she treats each stop along the way as a chance to learn from her current show.
Bria Woodyard's journey from Air Force child to celebrated Broadway professional is an ode to the adaptability and lifelong love of learning instilled by her upbringing. “It just goes to show: with passion and a willingness to embrace new opportunities, anything is possible.” It’s a story that can inspire military families everywhere. Who knows, maybe someday it will be a Broadway play!
Together, we can make a difference in the lives of military-connected children and their families.
Membership in Military Child Education Coalition® (MCEC®) demonstrates your support of military and veteranconnected children! All members receive the MCEC eNewsletters, On The Move® digital magazines, and new or special topic publications electronically. In addition:
Membership Recognition in Newsletter
Logo Featured on the MCEC Website
Voting Member
Eligible to Receive a Scholarship to the MCEC Global Training Summit (GTS) (valued at over $900)
Inthe dynamic field of education, staying up to date with the latest practices and approaches is crucial for those dedicated to supporting our military-connected children and youth. Whether you’re an educator, counselor, social worker, parent, or other dedicated professional, understanding the distinct challenges and strengths of military-connected children is vital for providing meaningful support. However, we understand that the hurdles of time, expense, and accessibility can stand in the way of gaining essential knowledge.
That’s where the new MCEC Learning Hub comes in. We designed it specifically with professionals like you in mind, offering professional development courses tailored to support the unique needs of military-connected children and youth. Drawing upon the latest research and best practices, our courses provide actionable insights and strategies that you can implement directly into your professional practice.
And the best part? Courses are self-paced and completely free of charge to users, thanks to generous funding.
Signing up is easy. Simply go to our course catalog and select the course that aligns with your interests and goals. From there, it's a seamless process of signing up or logging in to get started. If you are a first-time visitor, you will be guided through setting up an account, ensuring that your course progress is saved and easily accessible whenever you need it.
Once you've completed all course requirements, you can download your Certificate of Completion.
In addition to courses, the Learning Hub also serves as an online platform for Student 2 Student® (S2S™) asynchronous training modules, downloadable handouts, and information sharing with S2S Advisors. “One of the most frequent requests from S2S Advisors
is the need for downloadable resources and access to S2S program materials to help facilitate S2S meetings and student training,” explained Rollie Sampson, MCEC Military Student Well-Being Manager. As the contents of the S2S side of the Learning Hub grow, S2S Advisors will be able to engage in self-paced professional development and collaboration using internal groups.
Take advantage of this opportunity to enhance your skills, find resources, and make a meaningful difference in the lives of military-connected children and youth. Sign up today and embark on a journey of continuous learning and professional growth with the MCEC Learning Hub.
We regularly update our course offerings and resources to ensure that you have access to the most relevant and up-to-date content. Be sure to check back often for new opportunities.
Use the QR code to visit the MCEC Learning Hub, or go to mcec.talentlms.com
JULY 7-9, 2025
WASHINGTON, DC