ABSTRACT
BACKGROUND: Military-connected students move between 6 to 9 times throughout their K-12 experience, creating unique challenges relating to integration, adaptation, identity development, and acceptance. However, when transitions occur during a global pandemic, isolation and disconnect with schools and the community create new challenges that impact health and well-being. The MAPS21 study uncovers the lived experiences of military-connected students who have experienced a transition during the pandemic and gives rise to the need for interdisciplinary care within the public-school setting to promote mental health and academic support during and post-pandemic transitions. METHODS: Military adolescents and their parent(s) were interviewed and data were analyzed following an interpretive phenomenological process. A social-ecological model served as the guide to understand the participants' experiences and to further inform future supportive measures. RESULTS: Seven subthemes surface under Individual, Relationships, Community, and Society and Policy, the levels within the social-ecological model. These subthemes included: anticipatory processes, control, growth and maturity, adapting views, isolation, school support, community support. CONCLUSION: Military-connected students may experience adverse outcomes relating to mental health and academic progression after experiencing a move during the pandemic. This study provides an avenue for teams of interdisciplinary professionals to collaborate within the public-school setting to provide proactive support through engagement and policy development.
