OTM Winter 2024

ON THE MOVE

®

the official magazine of

MCEC

® TM

Holidays Reflections on the holidays through the eyes of military kids

Supporting Military Families

Stories of success, words of wisdom, and evidence-based strategies. Look inside!

Volume 17 Issue 2 | Winter 2024

01. OUR MISSION MCEC supports all militaryconnected children by educating, advocating, and collaborating to resolve education challenges associated with the military lifestyle.

02. OUR VISION Every military-connected child is college-, work-, and life-ready.

0 3 . O U R VA LU E S MCEC remains committed to meeting our Mission and Vision through collaboration, integrity, relevance, and service.

AC H I E V E M E N T S

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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.

Military Child Education Coalition® BOARD OF DIRECTORS

NATIONAL ADVISORY COMMITTEE

Officers Admiral (Ret) Cecil Haney, Chair Patrick Bingham, Ph.D., Vice Chair/Treasurer Alissa Harrison, D.M., 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

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) 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 The Honorable Rosemary Freitas Williams

Members Command Sergeant Major (Ret) Donna Brock Becky Cederholm Major General (Ret) Dawne Deskins Bob Eisiminger Lucy Reilly Fitch David G. Henry, J.D. Susan Moore 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 Zoe Trautman Joyce Ward

SCIENCE ADVISORY BOARD Executive Committee Colonel (Ret) Eric M. Flake, M.D., Co-Chair Leanne K. Knobloch, Ph.D., Co-Chair Richard M. Lerner, Ph.D. Patricia Lester, M.D. Members Kimberly S. Dickman, Ed.D. Kenneth R. Ginsburg, M.D. Elizabeth J. Hisle-Gorman, MSW, Ph.D. Colonel David A. Klein, M.D., MPH Jacqueline V. Lerner, Ph.D. Gregory A. Leskin, Ph.D. Mallory Lucier-Greer, Ph.D. Shelley MacDermid Wadsworth, Ph.D. Ann S. Masten, Ph.D., L.P. Daniel F. Perkins, Ph.D.

MCEC STAFF Rebecca I. Porter, Ph.D. President and Chief Executive Officer Kyle Wood Chief Operating Officer Kyra Bush Vice President, Education Services Cindy Simerly Vice President, Advancement Laura Cayton Director, Office of the President/CEO 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 Chief of Logistics and Retail Missy Holstead Director of Program Implementation Karen Kirk Director of Marketing & Brand Creative Anna Startzell Director of Government Relations Kim Shoffner Director of Education Programs Development

ON THE MOVE Karen Kirk, Editor in Chief Cindy Simerly, Contributing Editor Lee Ann Deal, Copy Editor Sarah Kinsey, Copy Editor Netta Killian, Graphic Designer

Cover art: Rosemarie M., grade 5, U.S. Navy

Brittany Mahlstedt, Media Relations

I

ta b l e o f

How an Entire School District Commits to Supporting Military Families

04

A Letter from the MCEC Chairman

05

A Letter from the MCEC President and CEO

06

How an Entire School District Commits to Supporting Military Families

08

5 Handy Words That Will Change Your Life

10

Helping to Build the Future Generation

12

Guiding Hands: How MCEC Military Student Consultants Support Families and Educators

15

Evaluating Four Initiatives to Support Military-Connected Students

18

Home for the Holidays

20

Strengthen Your Family Through Difficult Times

22

The Hidden Strength of Military Families: Understanding, Supporting, and Inspiring Caregiving Youth

25

The Bittersweet Symphony of a Military Family Christmas

26

Advancing School Mental Health for Military-Connected Students

28

MCEC Online Learning: Your Schedule, Your Pace

30

Impactful Week at MCEC's Frances Hesselbein Student Leadership Program

Home for the Holidays

Impactful Week at MCEC's Frances Hesselbein Student Leadership Program

The views and opinions expressed in articles appearing in On the Move® are those of the contributors and do not necessarily reflect the official position of the Military Child Education Coalition®.

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Volume 17 Issue 2

In Memorium

Lieutenant General (Ret) H.G. “Pete” Taylor At MCEC and throughout the community, past and present, associated with Fort Cavazos (previously Fort Hood), we mourn the loss of a great leader.

LTG (Ret.) Horace G. “Pete” Taylor passed away on Monday, November 4, at the age of 86. Retiring from the Army after more than 33 years of service, LTG Taylor became known as a leader in education for both service members and their children.

LTG Taylor played a critical role in creating a dialogue and eventual coalition between military installations and the school districts that serve them. During early “kitchen table” conversations with Sandy Schwartz, Dr. Mary Keller, Dr. Charles Patterson, Linda Pelton, and COL Paul Callen, educational issues related to military transitions surfaced at all levels — from individual installations to the Department of Defense. Yet no

MilitaryChild.org

existing organization was prepared to address the effects and challenges associated with military student transitions. One evening during one of those kitchen table meetings, Taylor presented a check for $36 to become a member of the newly created non-profit: The Military Child Education Coalition (MCEC).

LTG Taylor served on the board of MCEC as Chair, Vice Chair, and Treasurer between 1997-2007. In 2004, MCEC created the LTG Pete Taylor Partnership of Excellence Award in recognition of communities working together on behalf of military children. He truly believed that “goodness happens at the local level,” and we remain guided by his wisdom, commitment, and compassion.

LTG Taylor was an incredible American patriot, Veteran, and friend dedicated to the education and overall wellbeing of military-connected children and their families.

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FROM THE CHAIRMAN

A LETTER TO THE MCEC COMMUNITY Changing seasons remind us that growth, change, and adaptation are the heart of our work at MCEC. Embracing change isn’t just a necessity; it’s an inspiration drawn from the incredible adaptability of military children and families. This mindset guides us through exciting new opportunities and helps us remain flexible and effective in our mission.

One of the most meaningful changes upon us is a leadership transition, as Dr. Rebecca Porter, MCEC’s President and CEO, plans to retire after a truly remarkable career. Dr. Porter took the helm at MCEC after 38 years in uniform as an Active Duty, National Guard, and Army Reserve Soldier, where she served U.S. military-connected families around the world as an accomplished clinical psychologist. Dr. Porter has strengthened MCEC as a compassionate, data-driven resource for military families and schools. We look forward to our next chapter with a leader who shares that spirit and can build on the tremendous foundations Dr. Porter has laid. Prior to becoming our CEO, Dr. Porter was an 11-year member of MCEC’s Science Advisory Board (SAB). The SAB provides essential support for our commitment to evidence-based strategies and insights that elevate MCEC’s efforts to serve the evolving needs of students, educators, and families. Our distinguished SAB members shape thought and discussion on student issues in education, emotional development, and more. You’ll find contributed articles by SAB members Dr. Eric Flake, Dr. Daniel Perkins, and Dr. Gregory Leskin in this issue of On the Move.

Our Global Training Summit in Washington, D.C. was a rousing success attended by over 700 military and education leaders, child development experts, and hundreds of students and educators. The Summit was proof of the strength of unity and the potential of collaboration.

Our teams are already hard at work planning next year’s Summit on July 8-10, 2025. Mark your calendars now to join us as we explore how to harness the technology revolution for the good of education and support of our students.

Every day brings new developments and fresh perspectives. It is an honor to be part of MCEC as we continue to support the growth, learning, and transitions of our military-connected children and families through our dynamic engagement with the ecosystem that supports them. Together, let’s continue to build on our work and embrace the opportunities ahead.

With warmest thanks,

Cecil D. Haney Admiral, United States Navy (Retired) Board Chair, Military Child Education Coalition

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Volume 17 Issue 2

FROM THE PRESIDENT & CEO

A HEARTFELT FAREWELL As I sit down to write this letter, I find myself reflecting on the journey we have shared and the incredible milestones we have reached together. It is with a mix of gratitude, pride, and a hint of bittersweet nostalgia that I announce my retirement from the role of CEO at MCEC. First, I want to extend my deepest appreciation to all of you who work on behalf of our military children.

Your unwavering dedication, resilience, and focus on our mission have been the bedrock of our success.

Together, we have navigated challenges, celebrated victories, and always kept the well-being of our nation’s military-connected children at the forefront of our efforts. In the past five years, we have adapted to new environments, embraced innovative solutions, and continued to meet emerging needs of our military families and the concerns they have about their children’s educational opportunities.

The strides we have made in providing resources, programs, and support for military-connected children are nothing short of remarkable. From expanding our programs to reach more families, to fostering partnerships that amplify our impact, our collective efforts have truly made a difference. Each success story, every child's smile, and the countless lives we have touched are testament to hard work and commitment.

As I prepare to pass the torch to new leadership, I do so with full confidence that MCEC is in capable hands. The organization will continue to lead from the front, inspire change, and create lasting impact for military families everywhere. Though I may no longer be at the helm, my heart will always be with MCEC and its mission.

Thank you for the incredible journey, the cherished memories, and the unwavering support. It has been an honor to lead such an extraordinary team. Here's to the future and the continued success of MCEC!

With immense gratitude,

Dr. Becky Porter President and Chief Executive Officer, Military Child Education Coalition

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How an Entire School District Commits to Supporting Military Families

BY JULIE COFFEY MCEC Military Student Well-being Manager

W

hen North East ISD in San Antonio, Texas, saw positive results in their schools with Student 2 Student peer transitioning programs, a movement for living up to the city’s moniker “Military City USA” took hold. Dr. Sean Maika, superintendent and longtime MCEC supporter, gathered his leadership team and made the proclamation that every campus in the district would apply and qualify for Purple Star designation. Purple Star designation is awarded by states to schools that have proven to have specific support features in place to help military families.

With Dr. Maika’s direction and the cooperation of campus principals, the NEISD Guidance Services Department went into action.

This fall’s release of Texas Education Agency’s qualifying Purple Star Campuses saw Dr. Maika’s vision come to fruition. Now all 65 campuses have earned Purple Star Campus Designation.

How did NEISD, a large metropolitan school district, accomplish this feat in under three years? People with a heart for students stepped forward.

Led by now-retired staff, Audry Garcia and Kyra Bush, NEISD Guidance Services arranged training so that every campus would have adult advisors and student teams to welcome and help acclimate all new students who enroll at each school. Dr. Esmeralda Munoz and Director of Guidance Rose Garcia supported these plans. The Student 2 Student teams lead the way to make campus employees, students, and families aware of the needs of all transitioning students.

Dr. Maika recently commented, “I am proud of all 65 of our campuses for being recognized. I’m appreciative of the support we have received from MCEC and the Student 2 Student program. The support from MCEC has been crucial in helping North East accomplish our goal of all schools being designated by TEA as “Purple Star.”

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Volume 17 Issue 2

Current Guidance Services leaders Julie Magadance and Gretchen Salinas continue to ensure that refresher training occurs at the beginning of each school year so that student teams have the latest resources, activities, and service project ideas to make a healthy, active team. In fact, NEISD campus S2S teams have been voted among the best in the U.S., Europe, and Asia.

Robert Gonzalez founded the S2S program at Nimitz Middle School.

Dr. Becky Porter, CEO of MCEC, awarded Driscoll Middle School 2024 Middle School Team of the Year at the Global Training Sumit in Washington, D.C., in July.

The not-so-secret ingredients needed to emulate the success of North East ISD in supporting military families as a united front are simple:

Start with a superintendent who understands the needs of his constituents.

Continue with campus principals who are willing to support programs that address those needs.

Find adult advisors to implement active student-led peer transition programs.

Constantly empower students to make positive contributions to the well-being of others.

Congratulations to North East ISD, to Dr. Sean Maika, Superintendent, and to all the advisors and students who make NEISD a military friendly home for our nation’s service members, veterans, and their families.

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5

"HANDY" WORDS THAT WILL CHANGE YOUR LIFE

BY DR. ERIC M. FLAKE MCEC Board and Science Advisory Board Member

1. HOPE

Words wield immense power, shaping our beliefs, thoughts, and actions. Understanding and effectively using certain words can be transformative. Here, we explore five such powerful words: "Hope," "And," "No," "Do," and "Yet," and how they can change your life.

Hope, a beacon that guides us through the darkest times, is a word of immense power. It inspires optimism and future-oriented thinking, reminding us that better days are ahead. Consider a significant setback at work, such as a failed project. Instead of succumbing to despair, embracing hope means saying, "I have hope that we will overcome this difficulty." This not only uplifts your spirits but also motivates your team to keep striving for success. As a leader, sharing a vision of hope is incredibly inspiring. Imagine yourself in any leadership role, saying to your team, "I hope we can achieve great things together." This not only fosters a positive environment but also instills confidence in the team. In short, hope empowers us with unwavering confidence to move forward, keeping us motivated and resilient.

&

2. AND

The word "and" is a powerful tool for inclusion and connection. It links ideas and people, encourages collaboration, and minimizes contention. During any discussion, instead of shutting down ideas with the word "but," try saying, "That's a good point, and we could also consider..." This simple shift results in more inclusive and constructive conversation. In problemsolving situations, "and" helps combine ideas to find collaborative solutions. For instance, when addressing a challenge, you might say, "We can work harder and have fun." Using "and" creates an environment where different perspectives are valued and accepted, and innovative solutions come forward. This word fosters inclusivity and collaborative thinking, making it our second power word and a cornerstone of collaboration, communication, and teamwork.

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Volume 17 Issue 2

3. NO

"No" is a word of power necessary for setting boundaries. “No” allows us to set limits and make decisive choices. In our personal lives, saying "no" is crucial for protecting our time and energy. Consider a scenario where a friend asks for help on something, but you're already super busy with your things. Responding with, "No, I can't help you right now, and thank you for asking," ensures that you stay focused on your priorities without overcommitting. In decision making, "no" is equally important. Imagine being on a team where a strategy doesn't align with your goals. As a leader, firmly stating, "No, we will not be pursuing that strategy," helps maintain clarity and direction. As the 3rd power word, "No" is essential for prioritizing what truly matters, preventing burnout, and focusing on our most important tasks and relationships.

The word "do" is all about action and continual learning.

It reminds us to work hard, work smart, and constantly seek improvement by examining our actions and their outcomes. At school or other settings, fostering a culture of curiosity is crucial. Asking, "Why do we do things this way?" encourages critical thinking and promotes continuous improvement. The word "do" is a reminder that action is necessary for progress and development. Having plans and ideas is not enough; we must actively pursue them. For example, if you have a goal to improve your fitness, saying, "I will do my workout today," transforms intention into action. "Do" encourages proactive behaviors and a mindset of lifelong learning, pushing us to achieve our goals and constantly doing better.

4. DO

5. YET

"Yet" is a word that signifies potential and future possibilities.

Yet, it transforms limitations into opportunities for growth. Adding "yet" to the end of a sentence during daily self talk can make a significant difference in the world. Instead of saying, "I can't do this," try, "I can't do this yet." Instead of saying, “Nobody wants to be my friend,” say, “Nobody wants to be my friend yet.” The small addition of this power work shifts your mindset from fixed to growth-oriented, fostering resilience and determination. In goal-setting, "yet" is also equally powerful. Imagine working towards a challenge and facing setbacks. By saying to your team and yourself, "We (I) haven't reached our goal yet, but we are getting closer," you reinforce the idea that progress is being made and success is within reach. This fifth power word, "yet," helps us see setbacks not as failures but as opportunities for development and learning, driving us to continuous improvement and resilience.

MilitaryChild.org

These five HANDY words—"Hope," "And," "No," "Do," and "Yet"—carry significant power to influence our thoughts, behaviors, and actions. Incorporating these words into our daily lives, we become more positive, inclusive, decisive, action-oriented, and growth-focused.

Every time you look at your hand, I want you to remember these HANDY words and how they can daily change your lives for the better. These words can be used to shape a more fulfilling and successful life.

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Helping to Build the Future Generation

BY LEE ANN DEAL MCEC Director of Development

L

ieutenant General (Ret) Stanley and Mrs. Pamela Green have been dedicated and diligent supporters of MCEC since our inception in the late 1990s, making gifts to MCEC every year since 2007. Pam says, “For me, the seeds of MCEC were planted during our assignment to Fort Hood, TX, now Fort Cavazos, in 1994. Our two youngest children attended schools in Killeen Independent School District. As they progressed in school, I became familiar with the excellent leadership of Superintendent Dr. Charles Patterson and that of MCEC Founder Dr. Mary Keller.”

According to Pam, their understanding of and open response to, the challenges of transitioning military children were both courageous and encouraging.

Stan adds, “Like Pam, I was first introduced to the idea of MCEC in 1996 at Fort Hood. It reminded me of my own experiences as an Army Brat, having moved five times (three stateside and two overseas tours) before graduating from Nurnberg American High School in Germany. During my sophomore through senior years in high school, I lived in the dormitory, dealing with schoolwork while living in a new environment and navigating all the associated social ladders at the same time.” Stan goes on to explain that after he graduated in July 1966, his parents had no option but to drop him off at the Frankfurt airport; alone at 17 years old, he headed to Texas to attend Texas A&M University. Stan recalls, “Basically, I was pretty much on my own to negotiate high school and begin my collegiate career. A lot to ask of a youngster.”

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He says it was his own experience that made it so very appealing to see MCEC spring up to focus on military children and their educational trials.

While at Fort Hood, Pam met Patty Shinseki, a founder of the MCEC Science Advisory Board, and as often happens, saw her again in 2005 when both families were stationed at Fort Meyer. Patty suggested Pam might want to become more involved in MCEC. Pam says, “Before I knew it, I was trained and slated to colead a training at Fort Bliss. It was a baptism by fire, and I was delighted to join the fold.” Pam goes on to explain, “The more involved I became in MCEC the more I was wowed by the professional excellence — a global reach with a compassionate core. I was able to witness the development of new programs, initiatives,

Volume 17 Issue 2

SHOP MCEC! Share the cause with gifts and gear! See our online store.

and collaborations that addressed the changing needs of military-connected children, all the while honoring MCEC’s 'kitchen table' roots.” In Pam’s assessment, MCEC’s impetus to grow is always "for the sake of the child."

Witnessing the talent MCEC attracted and the ethos it embraced fostered Stan’s and Pam’s belief that they could support the effort beyond volunteering. Plus, they were impressed that such a high percentage of their donation went directly to programs for the children and not to nonstop solicitations. From a personal perspective, Pam says, “My mother believed education to be a gateway. After raising her family at the age of 59, she completed her degree and went on to teach pre-kindergarten for 13 years. Her hard work and dedication to reach her goal to be a teacher motivates me still to honor her by supporting MCEC financially.”

The celebration of MCEC's 25th anniversary also spurs Pam and Stan to continue their financial support. They credit MCEC for 25 years of service and being more relevant than ever while still upholding its guiding principles and continuing to meet the changing landscape that challenges military-connected children. According to Pam, “Giving to MCEC is like sending bread out on the water and having it return as French toast. The gift is helping to build a generation of future adults that aren't hindered by the challenges they face but rather equipped to tackle adversity and thrive in their community. The proof is in the pudding. What's good for military kids is good for all kids because it's done for the sake of the child.”

Fun fact: The Greens' daughter graduated from the same high school as Pam and her mother.

MilitaryChild.org

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ON THE MOVE® 11

Guiding Hands: How MCEC's Military Studen Support Families and Educat

BY MARK PATTON, M.ED., MCEC Military Student Consultant & TERRI WIDDON, M.ED., MCEC Military Student Consultant

Military life moves fast, and with frequent relocations, unique school challenges, and critical transitions, MCEC's Military Student Consultants (MSCs) are a lifeline for military-connected students, parents, and educators. Through dedicated, expert guidance, MSCs like Mark Patton and Terri Whiddon, M.Ed., provide individualized support, helping families navigate everything from college prep to special education needs.

Military-connected families face unique hurdles as they move from state to state and even country to country. Their children’s educational needs are sometimes complicated by unfamiliar school systems, disrupted learning environments, and, more often than not, a relentless change of schools and support networks. This is where MCEC’s MSCs step in, making a tangible difference in the lives of military-connected students and their families. Mark Patton and Terri Whiddon, M.Ed., are MCEC’s MSC team, and they help parents, educators, and the students themselves navigate the ins and outs of schooling across different locales, addressing complex issues from college applications to special education advocacy and beyond.

“We help military families and educators work together to give military-connected students the best opportunities for success,” says Mark, an experienced MSC specializing in college and scholarship advising.

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College and Scholarship Guidance: Mark’s Mission For many military families, the college application process is often overwhelming, especially when it comes to understanding benefits like VA Chapter 35 and the GI Bill, which can vary widely from state to state. Mark, who has worked extensively with military families up and down the East Coast, knows how confusing these processes can be.

Mark’s expertise is in helping families take a clear, guided approach to college planning. He often assists them with organizing application deadlines, exploring financial aid options, and navigating

military-connected scholarships.

Recent changes to VA benefits have transformed planning opportunities for many of these families. For instance, an update to VA Chapter 35 rules in 2023 extended eligibility for children to use these benefits, which can now be applied beyond undergraduate degrees. As one mother remarked after learning about these updates, “It’s such a relief to know that our kids can plan for graduate school without an age cap holding them back.”

“MCEC’s network is one of our greatest assets...If I don’t have the answer, I know someone on our team will.”

“With each new family, there’s a unique mix of aspirations and challenges,” Mark explains. “It’s our job to make sense of it all and give them options and peace of mind.”

Volume 17 Issue 2

nt Consultants tors

Through partnerships with schools and resources like the ASVAB Career Program, Mark also helps families think through career pathways that fit each student’s strengths and interests. Recently, he helped the parents of a student interested in accounting explore options that aligned better with his active, outdoorsy personality, eventually helping him discover a potential career in forensic accounting. This personalized approach not only gives students confidence but also reassures parents that they are making informed decisions about their children’s futures.

Advocacy and Support for Purple Star Schools Meanwhile, Terri focuses on another significant area of need: Purple Star School designations, special education support, and complex out-of-country transitions. For Terri, each day brings a different challenge, often requiring her to reach out to MCEC’s network of educators, state coordinators, and special education advocates.

The Purple Star School program is especially important for families moving into states where schools with this designation are designed to meet military children’s needs. Terri recently helped a principal from a South Carolina charter school navigate the Purple Star School application process. Through her connections with MCEC’s South Carolina state coordinator, Terri found that the school’s district had already applied for Purple Star status on its behalf, a relief for the principal, who now only needs to keep necessary documentation on file.

In another case, Terri assisted a family stationed overseas as they navigated tuition requirements for their children to remain in DoDEA schools after the service member’s retirement. With the help of

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another MCEC staff member who had lived in that same location, Terri was able to connect the family with someone familiar with local resources, ensuring the children could stay in the school system without prohibitive costs. These types of connections can make or break a family’s school experience, especially in situations where they’re stationed far from home.

to improve the educational experience for militaryconnected students nationwide.

Through their efforts, Mark and Terri are enabling students and families to overcome challenges, access opportunities, and feel a sense of belonging, no matter where military life takes them.

Special Education and Legal Advocacy Terri also frequently advocates for military-connected students with special needs. Recently, a mother in Virginia sought help with her child’s Individualized Education Plan (IEP), hoping for state-specific advice for an upcoming meeting. Terri reached out to a Virginia-based special education advocate within MCEC, who provided targeted guidance and resources.

With this support, the parent was able to attend the IEP meeting well-prepared, confident that her child’s needs would be understood and met.

In yet another instance, Terri helped a family with a special needs child who had moved to a neighboring

“Working with families on special education can be challenging, but the reward is knowing these students are getting the right support wherever they go.” state, only to find that they would be required to pay out-of-state tuition. When an application to transfer fell through, Terri stepped in again, consulting MCEC’s Alabama State Coordinator to find a solution that would leverage the Military Interstate Children’s Compact Commission (MIC3) guidelines. Thanks to these efforts, the child was able to find a school placement without the additional financial burden.

Making a Difference, One Family at a Time Mark’s and Terri’s stories illustrate how the MCEC MSCs are quietly shaping positive educational experiences for military families, one situation at a time. Whether it’s through helping a student find a fitting career path, assisting a family with special needs advocacy, or supporting a school’s commitment to military-friendly policies, our MSCs are a vital part of the MCEC mission

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How do I contact an MSC? As a premier resource that addresses challenges associated with the military lifestyle, an MCEC Military Student Consultant is a trusted professional resource during times of transition and throughout the deployment cycle, providing individualized support services for parents, educators, and administrators.

An MSC personally responds to every phone call or submission on our MCEC website at MilitaryChild.org/contact.

globe MilitaryChild.org phone (254) 953-1923 paper-plane msc@MilitaryChild.org

HOV E R & D ISCOV E R Open the camera app on your mobile phone to hover over the QR code. Click the link and learn more about MCEC’s MSCs.

Volume 17 Issue 2

Evaluating Four Initiatives to Support Military-Connected Students

BY DANIEL F. PERKINS, PH.D., DIRECTOR, CLEARINGHOUSE FOR MILITARY FAMILY READINESS AT PENN STATE JENNIFER K. KARRE, PH.D., RESEARCH AND EVALUATION SCIENTIST, CLEARINGHOUSE FOR MILITARY FAMILY READINESS AT PENN STATE

The Clearinghouse for Military Family Readiness at Penn State recently partnered with the Department of Defense (DoD), Defense-State Liaison Office to examine four school supports available for militaryconnected students in kindergarten through 12th grade: Advance Enrollment (AE), the Interstate Compact on Educational Opportunity for Military Children (Compact), the Military Student Identifier (MSI), and the Purple Star Schools Program (PSSP). AE is an initiative that allows parents to enroll their children in a public school based on military orders instead of traditional means of establishing residency (e.g., lease, mortgage statement). The Compact intends to reduce some of the obstacles students encounter when they transfer to a new school. Specifically, the Compact is designed to address challenges related to enrollment, transferring records, immunizations, program placement, deployment-related absences, extracurricular activities, and graduation. The MSI is a federally required data point that requires schools to ask about students’ military affiliation, similar to how race, ethnicity, gender, and economic disadvantage data must be collected.

PSSP is a state-sponsored recognition program for schools that have taken specific steps to be military friendly.

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To understand how the policies are implemented at the state level, the project team reviewed state legislation, regulations, and education department websites for all 50 states and Washington, D.C. The team also interviewed over 150 participants (DoD and Service headquarters personnel, school personnel, installation personnel, parents, Military Interstate Children’s Compact Commission representatives, and local partners) to understand how the four policies are implemented locally. From the interviews and the examination of state-level implementation, several themes emerged, including successes, variation in implementation, awareness, and compliance and enforcement.

Successes Positive impacts were reported when policies were implemented as intended. Participants stated that AE reduces stress, increases extra-curricular participation, allows schools to be more prepared for students’ arrivals, results in less out-of-school time for students, allows students to get the classes that they need or want, and helps students who need additional services get on waiting lists earlier. Participants indicated that the Compact, like AE, reduces stress and increases extracurricular participation. In addition, they indicated that the Compact helps with on-time graduation, academic outcomes, social-emotional outcomes, and accountability. Participants reported that the MSI helps with accountability, teacher-student interactions, and school selection, and that it increases supports, resources, and programming for military-connected students. Finally, participants indicated that PSSP helps with school selection, inclusion and belonging, school culture and climate, school staff understanding of the military lifestyle, social-emotional outcomes, and leadership skills.

Variation in Implementation At the time of data collection, all states had passed Compact legislation, 75% of states had passed AE legislation, and 73% of states had a PSSP program. In addition, the MSI is mandated in all states by federal law.

However, despite widespread adoption of the initiatives, there are differences in implementation across states.

For AE, the specificity of the law varies by state.

Some states only discuss enrollment generally, while others specify enrollment opportunities (e.g., course registration, specific programs), documentation required at enrollment (e.g., evidence of orders), documentation required after arrival at the new duty station, or a timeline for when the documentation is required after arrival. Furthermore, some parents reported that the AE process was easy, while others discussed challenges such as not knowing their address yet and, therefore, being unable to enroll in addressbased schools.

Although all states have enacted the Compact, 51% of states made changes to the language, at the time of enactment or in subsequent amendments, which resulted in more protections, fewer protections, or changes with unclear consequences. Parents had mixed reactions regarding their experiences with the Compact.

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Some parents reported that schools are good about using the Compact to help military-connected students.

Others believe schools are employing the Compact for some provisions but not others, and other parents have experienced schools not complying with the Compact.

The MSI is a federally required data point with a definition of military family enshrined in law. However, there are differences across states regarding who is considered a military family. Furthermore, there are differences in how the MSI is used. Some schools use the data to justify additional programming or services. Other schools use the data to ensure militaryconnected students are included in programming or to help teachers be aware of changes related to the military lifestyle (e.g., deployments). Some schools do not use the MSI except in required reports to the state.

In addition, some parents report that they use the MSI data to select a school that has a higher percentage of military families.

Each state implements its own version of PSSP. Among the states that have the program and publicly available information about the program requirements, the four most commonly required components are a dedicated web page for military families (100%

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of states), a designated staff member as a point of contact for military families (97% of states), a peerto-peer transition program (76% of states), and professional development for school personnel related to military family experiences (68%). Parents report that implementation at the school level varies. Although parents at some schools report robust programs and supports related to PSSP, parents at other schools report that programs and supports are lacking.

Factors discussed in relation to school personnel being unaware of the initiatives included schools with fewer military families, schools with a higher turnover of school personnel, and elementary schools.

Awareness of the Initiatives & Accessibility of Information A lack of family and school awareness of the initiatives was a consistent theme in the interviews. Furthermore, an examination of state education departments, school districts, and school websites highlighted the lack of publicly available information about the initiatives.

Although 27 states (53%) have a general web page for military families located on the state education department website, only 6 of these web pages have information on AE, 25 have information on the Compact, 9 have information on the MSI, and 14 have information on PSSP. The project team examined 22 school district websites and 47 school websites for schools located near military installations. Although 77% of school districts had a web page for military families, only 2 district websites provided information on AE, 11 school districts provided information on the Compact, 2 school districts provided information on the MSI, and 8 school districts provided information on PSSP. In addition, 28% of schools had a web page for military families. Forty-five percent of schools did not have a web page for military families but had a link to the district web page.

Participants discussed a lack of family awareness of the initiatives. They mentioned a general lack of awareness and misunderstanding of the initiatives, which may be exacerbated when families have younger children, have been in the military a shorter amount of time, or have moved from a state without the initiative.

However, being in the military for a longer time does not guarantee knowledge of the initiatives as there were anecdotal accounts of families who were in the military for many years but were unaware of the initiatives.

MilitaryChild.org

Compliance & Enforcement Instances of non-compliance were reported.

Participants reported school personnel being resistant to accepting AE and school personnel dismissing the Compact or waiting until asked about the provisions.

Participants discussed non-compliance with the federal definition of the MSI and indicated some schools did not collect the data. Finally, some participants reported that some schools did not implement the programs or supports that were used to obtain the PSSP designation.

Great progress has been made with regard to the supports that are available for military-connected students. When policies are implemented as intended, parents, school personnel, and installation personnel report many positive outcomes. However, giving additional attention to factors such as awareness, compliance and enforcement, and variation in implementation could further enhance the initiatives.

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Home for the Holidays BY: STEPHEN BRADBURY

As a military child you're always so grateful when the active-duty member of your family is home for the holidays. Between long hours, TDYs (Temporary Duty Travel), and deployments it can feel like a dream come true when they are around. It’s a rarity for most and to have my father with me in such joyous moments is a true blessing. Whether it be Christmas, Thanksgiving, birthdays, or any other occasion you tend to care less about the event and more of the time you have with your guardian or guardians.

I find deployments the most challenging part whenever they are sent away.

For they can last from 90 days and go up to 15 months. Such long spans of time can be heart aching and leave you in sadness wondering how much longer until they can come home. Sure, we have Facetime, texting, and mail to communicate but to have my father present is far better than a phone screen. When my father is here physically it’s always so much better because my holiday isn’t complete without my whole family present.

I could care less about money, clothes, or gifts. Just to have a discussion with him in person always warms my heart. There isn’t a conversation you can’t have with my old man. Every military family especially enjoys the warmth during the Christmas and winter season.

Christmas is something every military holds dear to our hearts. For it’s a holiday where you come together and just feel joy and celebrate the birth of Jesus. The atmosphere is always so incredibly welcoming when you have your family, Christmas tree, and the decorations all galore. Especially when your guardian can come home for the celebration. When my father comes home from his deployments and we get to make up for the time lost it’s always great. We get to decorate the house, watch Lampoon's

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Christmas Vacation, and just be able to laugh together. You truly realize how grateful you are to have them in your life and come to terms that the most valuable commodity they provide you isn’t clothes, a home, or food. It’s their time that matters most to you.

Time is an essential element because you have to use it in good taste because we can never get it back. So, the little time we do get to spend with either our mother, father, guardian, etc. we have to enjoy it and not take it for granted.

I’m a lucky military child; my father was able to come home safe and sound while other children had to watch a family member they love arrive home in a casket. It’s sad but true and therefore anytime my father arrives home I stop whatever I’m doing to just be able to give him a hug. I started to realize over time whenever my dad was home, I wanted to do everything with him. I didn’t care if it was video games or

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just running to the store. If he was there, I wanted to be with him. I’ve admired him since day one and will always remember how he always made time for me regardless of what work he had to do. We always had such fun traditions together.

Traditions are yet another custom to which when your family is finally reunited, you’re so enthusiastic to celebrate once again after such a long time of separation. Now everyone has different traditions that they celebrate, but what they all have in common is bringing everyone together in harmony. One of my favorite personal traditions is after Thanksgiving dinner. The moment the food and dishes are handled we crank the Christmas tunes up and start decorating. We set up stockings, the tree lights, and all the little things to reminisce of the old memories of when we were younger. There’s not one negative emotion, only feelings of happiness and nostalgia.

MilitaryChild.org

This isn’t just for holidays like Christmas or Thanksgiving either. But birthdays as well are crucial because the birth of your child and being there to celebrate with them is like no other.

For in the time of absence we grow so much and it’s difficult to comprehend the change. Being able to have them attend in real time is always a memory you treasure. That is what home for the holidays means for a military brat and his family.

In conclusion, having your active-duty guardian with you on any holiday is extremely memorable. For you’ve lost so much time with previous deployments you just enjoy the time with them at that moment. You lose all focus and just want to be with them in every way possible. To celebrate time, traditions, and reminisce about old times is some of the greatest feelings.

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STRENGTHEN YOUR FAMILY THROUGH DIFFICULT TIMES

BY SUE LOPEZ, M.ED. SCHOOL COUNSELING INSTRUCTIONAL DESIGN, MILITARY CHILD EDUCATION COALITION

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The Military Child Education Coalition (MCEC) is excited to announce the expansion of the Military Child Wellbeing Toolkit with the Social Connection & Communication tab. Here you will also find the Strengthen Your Family Through Difficult Times series. This five-part series offers essential resources for families and youth-serving professionals supporting military-connected children impacted by post-traumatic stress disorder (PTSD), traumatic brain injury (TBI), invisible or physical injuries. Living with PTSD or TBI can affect each family member, including children, who may struggle to understand or cope with changes in behavior, communication, and emotional expression. This series is designed to empower families to strengthen their connections, build resilience, and improve their communication skills to face these challenges.

The series includes five supportive resources, each guiding families through stages of growth and understanding:

1

Identifying Emotions: Feelings Color Zones This resource helps family members recognize and label emotions using color zones, making it easier for them to communicate feelings openly and with empathy.

2

Learning About PTSD and Triggers Designed to build awareness, this section provides insights into PTSD, explaining how it affects behavior and identifying triggers that may disrupt family routines and dynamics.

3

Coping Through Levels of Anger and Aggression This tool offers strategies for managing anger and aggression, encouraging family members to process these emotions in healthy, constructive ways.

4

Creating a Family Response Plan This resource assists families in establishing a collaborative response plan, providing a unified approach to handling challenging situations and enhancing family security and cohesion.

5

Family Goal Setting, Deep Breathing and Journaling This section encourages families to set shared goals, practice mindfulness, and engage in journaling to foster resilience and emotional well-being.

The Strengthen Your Family Through Difficult Times series is a vital addition to the MCEC Military Child Well-being Toolkit, offering families actionable tools and guidance to enhance communication, coping skills, and stability amid challenges like PTSD, TBI, and invisible or physical injuries. Each step in the series is designed to foster resilience and connection, empowering military families to support one another during difficult times. MCEC encourages families to explore these resources with mental health professionals for personalized guidance, continuing MCEC’s mission to provide impactful, accessible resources that help military families thrive.

To learn more, scan the QR code or visit: MilitaryChild.org/resource/wellbeing-toolkit/social-connection MilitaryChild.org

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The Hidden Strength of Military Families Understanding, Supporting, and Inspiring Caregiving Youth Julio’s mornings in Spokane, Washington, begin much like those of many high school students. He wakes up early, prepares for the day, and balances schoolwork with thoughts of the future. Yet, beneath this routine lies an extraordinary responsibility.

Program (CYSLP). Held annually at the University of Texas at San Antonio (UTSA), the program is a lifeline for students like Julio, offering them a sense of community, tools for leadership, and a chance to reflect on their journeys.

At 17, Julio is not just a student. He’s a caregiving youth — a role that has shaped his daily life in ways most of his peers might never understand.

Thanks to the support of Wounded Warrior Project, the program is offered free of charge to students who attend. For Julio, it was a turning point.

As the son of a retired Army veteran facing significant health challenges, Julio’s life revolves around supporting his family. Whether helping his younger sister, who lives with a chronic illness, or managing household responsibilities, Julio shoulders a level of care and maturity that far exceeds his years.

Caregiving Youth: Unsung Heroes of America’s Military Community

“Everything I do, I do for my family,” he says. “I go to school because I want to be the first in my family to earn a college degree. I want to carry us forward to a better place.”

Julio is one of an estimated 5.4 million children and adolescents in the United States who serve as caregivers for family members. Among militaryconnected families, these “hidden helpers” play a vital yet often overlooked role, balancing the demands of caregiving, school, and adolescence.

Recognizing the unique challenges these youth face, MCEC created the Caregiving Youth Student Leadership

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Military-connected families often navigate a unique set of challenges, including frequent relocations, deployments, and the physical and emotional toll of service. For caregiving youth, the experience is even more complex.

Children like Julio take on roles that require them to grow up quickly, becoming essential pillars of their households. From providing emotional support to managing medical care, their contributions are vital yet invisible to much of society.

“Sometimes, you grow up faster than you expect to,” Julio says.

Julio’s caregiving journey began early. With his father deployed during much of Julio’s childhood, he stepped in to help care for his younger sister while his mom juggled school and work.

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“I was very young myself, but I helped my sister learn to walk, taught her things, changed her diapers, and made sure she ate and slept,” he recalls. “I knew I had to be dependable because my family needed me.”

This early sense of responsibility often leaves caregiving youth feeling isolated. Balancing school, caregiving, and the need to “just be a kid” can seem impossible. That’s where the CYSLP comes in, offering a rare opportunity for these students to connect, share, and grow.

For Julio, joining the CYSLP was an eye-opener.

“I thought I was alone,” he admits. “But then I met other kids like me. They understood what it’s like to grow up fast and miss out on things other kids take for granted. It made me realize I wasn’t alone.”

The program blends rigorous leadership training with opportunities for personal connection. Participants attend workshops, share their stories, and engage in team-building activities designed to foster trust and communication.

“It’s really coordinated,” Julio notes. “There’s always a clear plan, and you’re constantly learning something. It’s demanding, but in a good way.”

“Young people in caregiving roles are often isolated and overwhelmed.

They may even feel disloyal or guilty for thinking about plans for their own futures,” said Dr. Rebecca Porter, PhD., MCEC’s CEO. “Working to help them overcome these negative feelings ­— and embracing their own well-being — is core to our mission that every militaryconnected child be college-, work-, and life-ready.”

Finding Belonging Through the CYSLP The CYSLP, a five-day leadership retreat hosted at UTSA, was designed to address the unique needs of caregiving youth in military families. Open to high school freshmen, sophomores, and juniors in good academic standing, the program provides a structured environment where participants can develop skills, share experiences, and build meaningful relationships.

To encourage the students to consider their future plans, the program presents a variety of career pathways, traditional and not, to spark imagination and vision. And the UTSA campus experience gives students a taste of college life.

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One of the highlights for Julio was learning to tell his story. Personal storytelling is a key component of the CYSLP, encouraging participants to reflect on their experiences and find their voices.

“Being able to share my story gave me confidence,” Julio says. “It taught me how to communicate clearly and connect with people, which has been so important in everything I do.”

Empowering the Leaders of Tomorrow The CYSLP doesn’t just provide support — it builds leaders. For many participants, the program serves as a springboard for advocacy, equipping them with tools to make an impact in their schools, communities, and beyond.

For Julio, the skills he gained through the CYSLP came to life this summer when he spoke at MCEC’s Global Training Summit in Washington, D.C. Standing before a packed ballroom of military leaders, educators, students, and policymakers, Julio shared his story — a moment that he says might never have happened without the program.

Do You Know a Caregiving Youth?

Applications are now being accepted for the next the Caregiving Youth Student Leadership Program.

Caregiving youth like Julio are often the unsung heroes of military families, quietly holding their households together while facing challenges few their age could imagine.

“Before the CYSLP, I wouldn’t have known how to speak to an audience like that,” he says. “Now, I know how to share my story and make people understand what caregiving youth go through.”

Julio’s experiences have also shaped his aspirations.

He plans to major in clinical psychology, inspired by his family’s struggles with mental health challenges.

“If people got the help they needed sooner, many problems could be prevented,” he reflects.

“This program is for caregiving youth, ages 14 to 18, who are actively involved in or currently impacted by the care needs of a wounded, ill, or injured veteran,” explained Kim Shoffner, MCEC’s Director of Education Programs Development.

The CYSLP provides a critical resource for these young people, but more caregiving youth need to know this support exists. Applications for the next session are open and the deadline to apply is January 20, 2025. Students can apply directly through the MCEC website.

If you know a caregiving youth who might benefit from the program, visit MCEC’s website for details on eligibility and application deadlines. For more information, including how to nominate a young person for the CYSLP, email Kim Shoffner at Kim.Shoffner@MilitaryChild.org.

With continued support for the CYSLP, we can make sure that hidden helpers like Julio find the community, resources, inspiration, and recognition they deserve.

To learn more, scan the QR code or visit: MilitaryChild.org/programsand-initiatives/caregivingyouth-student-leadershipprogram/

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The Bittersweet Symphony of a Military Family Christmas BY: EMILY ANTONIO stepping through the doorway in his crisp military uniform, dropping his bags, and opening his arms wide to hug us. But reality was far less forgiving, and him being away was evident in our home.

As the gentle strains of Christmas music filled the air and the twinkling lights cast a warm glow on the gold and red wrapping paper, I couldn't help but feel a pang of emptiness. The festive atmosphere was beautiful, but it was fleeting. At that moment, I realized that true joy isn't found in the trappings of the season, but in the presence of loved ones — even when adapting to the heart-wrenching absence of a family member deployed overseas.

They say absence makes the heart grow fonder, and at the young age of six, I learned this lesson all too well. My father, a U.S. Airman, was on a remote tour in Korea that year, marking the first time I'd face the holidays without him.

As I sat surrounded by toys and stockings on Christmas morning, I felt a void that no present could fill.

The happiness they brought was momentary, a mere distraction from the ache in my heart.

In my mind, I could picture the perfect Christmas gift: my dad

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I wasn't alone in feeling the weight of his absence. My mother, a pillar of strength, shouldered burdens no one should have to bear alone. She wasn't just working to provide for us; she was juggling multiple roles — putting meals on the table, tackling tasks typically shared by both parents, and striving to raise us with great values that would help us to develop a moral compass. Like many military spouses, she became a single parent, her resilience shining through even in the darkest moments.

Mom, I want you to know that I saw your efforts that Christmas. I noticed how you stayed up late wrapping our presents, how you donned Dad's worn boots and left floury footprints on the carpet to keep the magic of Santa alive. Even though Dad wasn't home, you remained present, wearing a brave smile and showing us what true strength looks like.

Through the pain of my father's absence, I discovered an unexpected wellspring of joy. I found solace in knowing that he was fighting for our country, making sacrifices that many might never see or understand. His dedication to protecting our freedom became

a source of pride, helping me to see our situation in a new light.

This experience taught me that being a military child cultivates resilience and perseverance. It opened my eyes to the importance of finding silver linings in even the darkest clouds. While other children's fathers might have been home, relaxing in recliners with steaming mugs of black coffee, I had the honor of saying my dad was actively defending our nation's values.

The blessing of having military family members home for the holidays is something I've learned never to take for granted. That Christmas morning, tinged with an eerie emptiness, taught me the true meaning of sacrifice and love.

While "home for the holidays" may be a rare occurrence for many military families, I hold onto hope that one day, we'll all experience the joy of being together during these precious moments.

To all the military families out there, know that your sacrifices don't go unnoticed. Your strength, your love, and your unwavering spirit in the face of separation are the true embodiment of the holiday season.

May we all find moments of joy, even in the midst of deployment, and cherish the bonds that keep us strong, no matter the distance.

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Advancing School Mental Health for Military-Connected Students

BY GREGORY LESKIN, PH.D., DIRECTOR, MILITARY AND VETERAN FAMILIES PROGRAM, UCLA/DUKE UNIVERSITY NATIONAL CENTER FOR CHILD TRAUMATIC STRESS & SUE LOPEZ, M.ED., MILITARY CHILD EDUCATION COALITION Military-connected youth face unique challenges, including frequent relocations, school transitions, and the emotional strain of parental deployments. These factors can significantly impact their mental health and well-being. To address these stressors, the Military Child Education Coalition (MCEC) and the National Child Traumatic Stress Network (NCTSN) have prioritized developing Comprehensive School Mental Health Systems (CSMHS) tailored to the subgroup of military-connected students.

Current initiatives focus on enhancing access to mental health services, training educators in trauma-informed care, and implementing Multi-Tiered Systems of Support (MTSS) for military students.

Military-connected students are spread across public, private, and Department of Defense Education Activity (DODEA) schools, which creates challenges for educators aiming to identify and support them effectively. High mobility and frequent relocations among military families often disrupt students’ academic progress, social connections, and ability to achieve personal goals, making schools a crucial support system. The Military Student Identifier (MSI) aids in identifying these students, ensuring timely support during transitions.

Data from the National Military Family Association (NMFA) and the 2022 Bloom Military Teen Experience Survey highlight the mental health challenges military teens face. About 28% report low mental well-being, and 37% have considered self-harm or harming others.

As 70-80% of students who access mental health services do so in schools, implementing CSMHS helps ensure military-connected students receive timely and effective support. The MTSS model adapted for militaryconnected students offers universal, targeted, and intensive support to address their mental health and social-emotional needs.

Comprehensive School Mental Health Systems (CSMHS): An Integrated Approach MCEC and NCTSN collaborated with the University of Maryland’s National Center for School Mental

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Health, Yale University, and Loyola University Chicago to refine school mental health models for militaryconnected students. MCEC and NCTSN advocate for a comprehensive school mental health framework through the MTSS model, providing three levels of support that address the unique needs of military-connected students:

Leveraging School and Community Partnerships CSMHS relies on strong partnerships between schools and community health providers. MCEC and NCTSN emphasize integrating school and community-based mental health professionals to expand the support network for military-connected students. Research indicates that school-based mental health services can reduce barriers to care and encourage engagement in treatment.

The School Health Assessment and Performance Evaluation (SHAPE) System, developed by the National Center for School Mental Health, aids in early identification by providing tools for screening students and assessing mental health needs. This system provides tools for resource mapping, needs assessments, and universal screeners for data collection, enabling schools to match students with the appropriate level of support and provide useful outcome data to drive future programming.

Purple Star Schools: A Model of Support The Purple Star School initiative supports military students by easing school transitions and promoting

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Tier 1: Universal Supports Tier 1 support, accessible to all students, focuses on wellness, positive activities, community engagement, and classroom practices that promote connection, belonging, and a positive school climate. Programs like Positive Behavioral Interventions and Supports (PBIS) and the Purple Star Schools initiative help foster a supportive environment.

Tier 2: Targeted Supports Tier 2 support provides interventions for students showing signs of mental health concerns. MCEC’s Student 2 Student (S2S) program, which helps students adapt to new school environments through peer-led transition activities, is an example of Tier 2 support.

Tier 3: Intensive Supports Tier 3 support provides trauma-informed support for students with more significant needs. Evidencebased programs like Cognitive Behavioral Intervention for Trauma in Schools (CBITS), Bounce Back, and the Unified Protocol (UP) help students process trauma and manage emotions in collaboration with school-based and community mental health professionals. community engagement. Schools with the Purple Star designation use the Military Student Identifier (MSI) to make educators aware of military-connected students, facilitate peer-led transition programs, and encourage family engagement activities. This helps alleviate social isolation, fostering connections that can reduce the stress of frequent relocations.

Supporting military-connected students requires a unified approach that integrates mental health services across school systems. By prioritizing early identification, fostering resilience, and building on students’ strengths, we can empower militaryconnected students to thrive in their academic and social lives.

Blueprint for the Future: Insights from Listening Sessions

Schools are uniquely positioned to support militaryconnected students directly where they are; however, universally implementing these best practices is crucial to offering stability amid their frequent transitions.

Comprehensive school mental health support is not merely an add-on to academics — it is vital to fostering a supportive school culture that addresses the unique challenges of military-connected students, building resilience and enabling their academic success.

To ensure that their initiatives meet the real needs of military-connected students, MCEC and NCTSN held listening sessions with faculty, educators, mental health providers, and military community partners. These sessions were essential in creating a blueprint for implementing comprehensive MTSS models for militaryconnected students. Insights gained will guide MTSS model development, shape trauma-informed practices, and establish best practices for multidisciplinary teamwork, ensuring military-connected students receive effective support in diverse school environments.

Future Directions: A Commitment to Lasting Impact Looking forward, MCEC and NCTSN are committed to extending mental health systems for military-connected students. Their partnership will continue in 2025 with events like the Global Training Summit, bringing together military, academic, and community leaders to discuss MTSS strategies for military-connected schools and establish a foundation for lasting support.

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MCEC Online Learning –

Your Schedule, Your Pace

Earlier this year, we launched a new platform for learning, calling it the MCEC Learning Hub! Currently, the Learning Hub offers four professional development courses and four peer-to-peer mini lessons. In addition and in partnership with Psych/Armor and Wounded Warrior Project, a new course was created: “Supporting Hidden Helpers in the Classroom.” The new course can be accessed through MCEC’s online learning page and is hosted on the Psych/Armor learning management platform. See below for more details about these important learning opportunities.

Supporting Hidden Helpers in the Classroom MCEC’s "Supporting Hidden Helpers in the Classroom" is specifically designed to increase educators’ and school professionals’ knowledge and understanding of the unique needs, strengths, and challenges faced by military caregiving youth. These young individuals, referred to as Hidden Helpers, provide care for a member of their family that is often unseen, unrecognized, and unsupported.

The four video modules identify the challenges Hidden Helpers face and explore strengths, strategies, and resources to support them. By the end of the course, participants will understand a range of challenges, explore the needs with recommendations to address these needs, and discuss practices and services to support youth in caregiver roles.

The course takes about 30 minutes, is free of charge, and includes downloadable resources.

To learn more, scan the QR code or visit: MilitaryChild.org/event/mceconline-learning/

This course was created by MCEC in partnership with Psych/Armor.

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This program is powered by Wounded Warrior Project to honor and empower post-9/11 injured service members, Veterans, and their families.

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The MCEC Learning Hub We have taken some of our popular in-person professional development courses and created an on-demand experience, to enable anyone to learn where and when it’s most convenient. In addition to professional development offerings, we offer peer-to-peer resources to help plan team-building activities for student ambassador teams. Explore the following available titles:

Professional Development: Estimated completion time for the above courses is one to one and a half hours, and course progress can be saved if you cannot complete a course in one sitting. A Certificate of Completion is available to download upon course completion and survey submission.

Gone is Gone: Supporting Military-Connected Children During Absences

We Serve Too: National Guard and Reserve Children

When a service member is gone, the entire family is affected. This training guides youth-serving educators and professionals in identifying the impact of parental or caregiver absences on children and adolescents.

Participants will explore positive support strategies and discover resources and tools to add to their professional practice.

This course guides professionals to better understand, recognize, and identify the unique challenges for children of National Guard and Reserve members.

Participants will learn a variety of strategies, tools, and resources to help support these military-connected children, especially during lengthy periods of a parent’s or caregiver’s absence.

Social Emotional Learning and the Military Child

Supporting Veterans Children Through Transitions

The focus on social-emotional learning (SEL) in our schools is no longer new. Although our intent is not to teach you everything there is to know about SEL, our goal in this course is to focus on how you, as a caring professional, can better support the military-connected children in your classrooms and programs, utilizing an evidence-informed SEL approach.

When a service member leaves active-duty service, the family leaves too. This course enables youth-serving educators, professionals, and parents to support the unique transitional issues children face when their parents separate from the military.

Students — Peer-to-Peer Mini Lessons: Student 2 Student® (S2STM) Mini Lessons are peer-to-peer, student-led facilitations. Each mini lesson takes about 20 minutes and contains a variety of engaging questions and activities to empower high school students.

How to Disagree Everyone experiences disagreements and conflict. How can we deescalate?

How to Keep Your Cool

How to Get the Party Started

Your blood pressure rises.

Your palms get sweaty.

What do you do now?

It can be awkward to introduce yourself or talk to someone you don't know. How can we get started?

How to Fail Everyone fails; we all make mistakes. How can we move on?

Note: Registration to use the MCEC Learning Hub is a two-step process. The link on our website will take you to set up your MCEC account. Upon completion, your browser will take you the Learning Hub (you’ll also receive an email with a link to the Learning Hub, so if you’re not ready to get started, you’ll have it at your fingertips). First-time visitors to the Learning Hub will be asked to set up an account there as well. Both processes are quick and enable us to offer these courses free of charge.

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Impactful Week at MCEC’s Frances Hesselbein Student Leadership Program Congratulations once again to these eleven exceptional students who attended the MCEC’s Fall 2024 Frances Hesselbein Student Leadership Program (FHSLP) at the United States Military Academy at West Point, October 20-25, 2024. The Fall 2024 class of students represented six states: >> Amelia S. Grade 10 Fort Leavenworth High School, Leavenworth KS

>> Lani K. Grade 11 Union Pines High School, Cameron, NC

>> Andrew M. Grade 11 Burkburnett High School, Burkburnett, TX

>> Madeline C. Grade 11 Pinecrest High School, Pinehurst, NC

>> Eliana F. Grade 10 Stacey Jr./Sr. High School, San Antonio, TX

>> McKenzie B. Grade 11 Leavenworth High School, Leavenworth KS

>> Elizabeth A. Grade 11 Fort Campbell High School, Fort Campbell, KY

>> Sergio R. Grade 11 Cole High School, San Antonio, TX

>> Isabella S. Grade 11 Swansboro High School, Swansboro, NC

>> Taylor H. Grade 11 Central High School, Phenix City, AL

>> Kallie B. Grade 10 Widefield High School, Colorado Springs, CO Throughout the week, students participated in team building exercises, met inspirational speakers, absorbed a wealth of knowledge, made life-long friendships, and even celebrated a birthday! The jam-packed schedule touched on effective communication, physical and mental health, goal setting, mentorship practices, character building, and the importance of reflection. Activities and lessons were provided by West Point personnel and cadets, the American Red Cross, and the Military Child Education Coalition.

“The things I’ve learned this week I will use for the rest of my life. We learned thinking strategies for better outcomes and the importance of resilience and gratitude. I’ll use these skills in my relationships and other academic or athletic leadership opportunities.”

Amelia, Leavenworth, KS Eliana and Taylor overlooking the Hudson River.

30 ON THE MOVE®

Volume 17 Issue 2

Andrew and Kallie sit in on a West Poin

Carlton recipient of the 2024 Suzy Congratulations to Isabella, . ard Aw y ilit sib ic Respon Student Leadership and Civ

Lani and Elizabeth appreciating the view of the Hudson River from the top of Thayer Hall.

The MCEC Frances Hesselbein Student Leadership Program class of 2024 at the United States Military Academy at West Point. From left to right: Kim Shoffner (MCEC), Eliana, Kyra Bush (MCEC), Taylor, Sergio, Lani, Amelia, Maddie, Isabella, McKenzie, Kallie, Andrew, Elizabeth, Missy Holstead (MCEC).

MilitaryChild.org

t class on leadership.

er 1,

Frances Hesselbein (Novemb Students pause to reflect on the legacy of 1915 – December 11, 2022).

Lani and Sergio at the Center for Enhanced Performance, perform ing an interactive exercise designed to inst ill confidence, practice working together as team, and improve focus and skillsets.

ON THE MOVE® 31

nce to touch ll stadium and get a cha Students tour the footba Wall. rlin piece of history – the Be

Sergio, Taylor, Eliana, an skills during a fun evenin d McKenzie practice communication g of “blind bowling.”

a

Students pose with COL Spain and Dr. Matthews as the cohort wraps up leadership sessions at the United States Milita ry Acade

my.

PT session with McKenzie after an invigorating pre-dawn ndent. rinte Supe A cadets and LTG Gilland, USM

, reflecting ' words of advice and wisdom Grateful for COL Matthews ship program and considerations for the der on lessons learned from lea s. step t nex

The 2024 FHSLP cohort, reflectin g on their character strength resu with Dr. Matthews. lts in a session

The Fall 2024 FHSLP was powered in part by Wounded Warrior Project® (WWP) to honor and empower post-9/11 injured service members, veterans, and their families. Additional scholarship funding was provided by Veterans United Foundation, Alabama State Department of Education State Fund, and through the generosity of donors during our FHSLP fundraiser at the MCEC Global Training Summit this past July.

32 ON THE MOVE®

Volume 17 Issue 2

ARE YOU A MEMBER? 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:

Individual Community Member

CDA Member

(Child Development Associate)

Sustaining Member

Business Champion (Lifetime) Member

Business/ Organization

School/Military Associate

Patron

x2

x4

x4

x10

$200/ year $400/ 3 years

$1,000/ year $2,000/ 3 years

Receive all information digitally Printed Calendar Electronic Membership Letter New Member Packet

Printed OTM 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)

FREE

$25/year $60/3 years

$50/year $100/3 years

$500/lifetime*

$100/ year $200/ 3 years $2,000/ lifetime*

* Lifetime membership grants you a 10% discount in the MCEC store and a 20% discount towards MCEC Global Training Summit registration.

globe MilitaryChild.org phone 254.953.1923 paper-plane Membership@MilitaryChild.org

HOV E R & D ISCOV E R Open the camera app on your mobile phone to hover over the QR code. Click the link to join now!

MCEC GLOBAL TRAINING SUMMIT ®

Tools TRADE TM

of the

Technology’s Impact on Education

Save THE Date Join us in Washington, DC for our

2025 Global Training Summit July 8-10, 2025 | The Westin Washington, DC Downtown Hotel Today's technology shapes tomorrow’s greatest tools. Digital innovations can provide military-connected students with accessible and interactive solutions to address the challenges and opportunities that come with military life.

With technology, students can learn from and leverage countless resources that will personalize learning experiences and create their own sense of consistency in an ever evolving in-person and online landscape.

Join us at the 2025 MCEC Global Training Summit (GTS) for a series of sessions highlighting three Areas of Impact to consider when evaluating the role that technology plays in how militaryconnected children navigate the changes and circumstances unique to being a military kid.

REGISTRATION OPENS IN

FEBRUARY

MilitaryChild.org/events/gts/

2025 AREAS OF IMPACT: ENHANCING ACADEMICS The continued use of technology in the classroom provides the opportunity for students to explore new information and techniques through digital tools.

The students feel empowered to pursue areas of interest, to ask big questions, and seek out their own answers inside and outside the classroom.

PERSONAL DEVELOPMENT IN THE DIGITAL ERA Research demonstrates the growing influence that technology has on students’ cognitive, psychological, organizational, and physical development. Promoting a healthy relationship with technology and a balance between online and offline activities can positively contribute to students’ overall well-being.

ADULT GUIDANCE WITH TECHNOLOGY Beyond academics, cultivating connections and striving to make a difference in the lives of their peers, teachers, family members, and the broader community constitute equally important indicators of a student’s success. Taking advantage of technological improvements in communication and collaboration can aid in students’ efforts to create quality connections and promote positive change for others.

However, technological advancements can also be inhibitors of genuine relationships. Trusted adults are instrumental in helping students utilize digital tools safely. Adults model how students can engage in important issues to connect and actively influence the world around them.