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“This is a solid resource for school psychologists to better understand the needs and available support for students of military families whether at DOD or private/civilian schools. The information is concise and focused with abundant references directing readers to additional resources.”

—Doody's Review Service


“Early in my career, I was assigned an elementary and a high school serving large numbers of students from both a Navy and an Air Force base. I wish I had this text as a resource, to be more aware of and effective in serving this unique population.”

—NASP Communiqué


“Fenning provides school psychologists and counselors with information and resources to support military children in the academic, mental health, and social arenas. She gets down to the brass tacks about the hurdles that these youth and their families often face. Implementation of MTSS with military students is explained, as are legal issues that affect military children in public schools. All chapters feature case studies that bring the information to life for the school psychologist and counselor. This book is a 'must have' for Case Study Committees or IEP teams tackling how best to meet the needs of military students in a school.”

— Mark C. Pisano, EdD, NCSP, school psychologist, Fort Bragg Schools, Department of Defense Education Activity; Coordinator, Military Families Interest Group, National Association of School Psychologists


“Military-connected youth and families are among the least understood and most underserved populations in schools, making this book essential reading. Administrators, teachers, and school-based mental health professionals will benefit from the practical knowledge and resources provided to meet military students' developmental, academic, and social–emotional needs. A strengths-based MTSS approach that builds on the individual’s resiliency serves as the foundation. The unique stressors of deployment, multiple moves, and grief and loss are addressed, as are considerations for students with special needs. The content is relevant to the full range of military families, both active duty and reserve. As someone with direct experience working with Department of Defense schools, I believe this book fills a tremendous gap.”

—Melissa A. Louvar Reeves, PhD, NCSP, LCMHC, School Psychology Program, Winthrop University; past president, National Association of School Psychologists


“This user-friendly, practical book is an essential guide for understanding the unique strengths and challenges of military children and families. Case studies are used to illustrate how various evidence-based programs and practices can be integrated within a multi-tiered model of service delivery. It is very likely that students in any given school, regardless of proximity to a military installation, have family members serving in the military. School psychologists play a critical role in supporting the strengths and resiliency of these students. The book synthesizes research findings and includes insightful examples, as well as links to a wealth of resources, to help practitioners provide appropriate support.”

—Abigail Harris, PhD, NCSP, School Psychology Program, Fordham University

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Table of Contents

1. Strengths and Needs of Military Youth and Families in Schools: The Role of School Psychologists

2. Educational Settings Attended by Military Youth: Contextual Considerations and Case Studies

3. Universal Screening Data and Multi-Tiered Systems of Support for Military Children

4. Promoting Healthy Social Development

5. Delivery of Mental Health Supports

6. Support during School Transitions, with Gina Coffee

7. Legal Aspects of School Supports for Military Youth

8. Conclusions and Future Directions

References

Index

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About the Author

Pamela Fenning, PhD, ABPP, is Professor of School Psychology at Loyola University Chicago. She is a licensed clinical and school psychologist in Illinois and holds board certification in School Psychology. Dr. Fenning’s research and clinical work focus on multi-tiered academic and behavioral interventions at the high school level, systems-level interventions, equity and ethnic disproportionality in school discipline policy, evaluation of alternatives-to-suspension programs, high-risk behaviors of adolescents, competency training in school psychology professional preparation programs, and support of military families.

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Contributors

Gina Coffee, PhD, NCSP, Denver Public Schools, CO

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Audience

PreK–12 school psychologists, administrators, teachers, school social workers, and school counselors.

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Course Use

May serve as a supplemental text in graduate-level courses.