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Understanding Well-Being and Suicide Risk Among Military-Connected Teens

Published on November 5, 2025

Back of student with backpack at school.

The 2024 Military Teen Experience Survey (MTES) offers important insight into the mental health and resilience of military-connected youth. The findings show how family circumstances, such as parental injury, illness, or deployment, shape the emotional well-being of these students. For educators and school staff, understanding these patterns is an essential step toward recognizing risk, responding with empathy, and strengthening the supports that help students thrive.

What the Data Show

The MTES included 1,634 military-connected youth ages 13–24. Nearly three-quarters said their parent had a service-connected wound, illness, or injury. The survey used validated tools to assess well-being, suicide risk, and food security, offering a detailed view of how military life experiences influence youth mental health.

Only 8 percent of military teens reported high well-being, 57 percent reported moderate, and 35 percent reported low. In the general population, about 75 percent of youth report moderate well-being and 25 percent fall into the high or low categories combined. Lower well-being was closely linked to parental injury, food insecurity, active-duty or dual-military status, and frequent deployments.

Suicide Ideation and Self-Harm

Twelve percent of military-connected teens reported suicidal thoughts within the past month. Most of these youth had also thought about how they might end their lives, felt intent to act, or made plans. About 45 percent said they had self-harmed at least once, and nearly one-third had done so repeatedly in the past six months. For comparison, national surveys suggest that approximately 22 percent of U.S. high school students have seriously considered suicide and around 10 percent have attempted it in the past year. The rates reported by military-connected youth indicate a heightened level of distress that warrants focused attention and support.

The Role of Parental Injury

Youth from families affected by military-related parental injury were more than ten times as likely to report low well-being and twelve times as likely to engage in self-harm. When a parent’s injury changes daily routines or limits family functioning, children may experience emotional strain, uncertainty, and grief. Schools can play a vital role in offering stability and connection during these times.

What Schools Can Do

Educators are often the first to notice shifts in a student’s mood, attendance, or engagement. A consistent, caring response can make a lasting difference. Schools can:

Strengthen understanding of the Impact of Parental Injuries and Death on Children and how to provide support for children and families experiencing parental injury and death with compassion and sensitivity.
Learn to identify risk factors of student suicide and warning signs and stressful precipitating events of student suicide to better recognize when a student may need help.
Use structured approaches based on suicide risk assessment best practices and follow clear protocols for handling suspected suicide risk to ensure safety and coordinated response.

Moving Forward

Military-connected youth demonstrate remarkable strength, but their well-being can be deeply influenced by the demands and disruptions of military life. Schools play a crucial role in helping them build resilience, manage stress, and maintain hope.

The MTES also found that nearly half of military-connected teens said they want to serve in the military as adults, compared to less than 10 percent of teens in the general population who expressed that same interest. Supporting the well-being of these youth today not only helps them thrive now but also contributes to the future readiness and strength of the all-volunteer force.

For more information and access to the full suite of training modules, visit our complete learning module library.

Reference(s):

National Military Family Association. (2024). Through their eyes: 2024 Military Teen Experience Survey results. https://www.militaryfamily.org/through-their-eyes-2024-military-teen-experience-survey-results/

Well-Being for Students Starts with Teachers

Published on

Portrait of mid adult teacher woman at school

As we settle into the rhythm of the 2025-26 school year, much of the focus is on meeting students’ academic, behavioral, and emotional needs. A growing focus is on student well-being, because it affects all other aspects of learning and development. When students feel emotionally safe, connected, and supported, they are more able to focus, engage, and persevere through challenges. Conversely, when students experience chronic stress or emotional distress, their ability to learn and regulate behavior diminishes. Prioritizing student well-being is not at odds with academic skills; it actually makes learning possible.

While student well-being is important, one of the most powerful influences on student well-being may be being ignored: the well-being of teachers themselves. When teachers are able to show up as their best selves, they can model appropriate attitudes and coping skills, helping students learn what it means to be a successful person. Well-regulated teachers can also lend their regulated nervous systems to dysregulated students in a process called co-regulation, where someone who is calm can help regulate someone in distress by offering assistance, as well as by modeling calmness (Salamon, 2024). Research shows that teachers with higher levels of well-being tend to have students who also exhibit higher levels of well-being. So, when it comes to improving student outcomes, where is the focus on teacher well-being?

Why Teacher Well-Being Matters

Students notice more than some realize. They pick up on teachers’ moods, stress levels, and emotional tone. When teachers feel calm, supported, and confident, students are more likely to mirror those emotions. In contrast, chronic stress or burnout can unintentionally impact classroom dynamics, resulting in increased tension and decreased engagement.

According to research, having good relationships with teachers and teachers showing positive behavior towards students is one of the main factors that can affect students’ levels of well-being at school (Horanicova et al., 2024). It makes sense that when teachers try to invest in good relationships with students, outcomes improve. Higher levels of teacher well-being are associated with higher levels of student well-being and lower levels of student psychological distress, and better teacher-student relationships further improve these outcomes (Harding et al., 2019). The opposite was also found to be true: when teachers are depressed, students’ well-being and psychological health suffer.

Building Relationships

One of the most supportive things teachers can do to improve student well-being is to invest in developing positive relationships with students. This can be done by spending a small amount of time with a challenging student every day, greeting students every day as they enter the classroom, and making sure that students receive more positive than negative feedback throughout their time with you. When students have better relationships with teachers, they may be more regulated, focused, or motivated. However, teachers can only lend students what they have, so teachers must make their own social and mental health a priority.

Focusing on Teacher Mental Health and Well-Being

Working on your relationships with students is helpful, but not the whole picture. Making sure that you are taking care of yourself can let students know that you can provide a stable foundation for them to use for support. Teachers can focus on their well-being and mental health by setting boundaries around work and maintaining realistic workloads, creating support networks, and investing in personal and professional self-care.

A Culture of Collective Well-Being

Ultimately, student well-being is the product of a collective effort. Schools that prioritize positive relationships and emotional health and well-being create environments where both educators and students can thrive.

Reference(s):

Harding, S., Morris, R., Gunnell, D., Ford, T., Hollingworth, W., Tilling, K., Evans, R., Bell, S., Grey, J., Brockman, R., Campbell, R., Araya, R., Murphy, S., & Kidger, J. (2019). Is teachers’ mental health and wellbeing associated with students’ mental health and wellbeing? Journal of Affective Disorders, 242, 180–187. https://doi.org/10.1016/j.jad.2018.08.080

Horanicova, S., Husarova, D., Madarasova Geckova, A., Lackova Rebicova, M., Sokolova, L., deWinter, A. F., & Reijneveld, S. (2024). Adolescents’ wellbeing at school: what helps and what hinders from feeling safe and satisfied? International Journal of Public Health, 69. https://doi.org/10.3389/ijph.2024.1607244

Salamon, M. (2024). Co-regulation: Helping children and teens navigate big emotions. Harvard Health Blog. https://www.health.harvard.edu/blog/co-regulation-helping-children-and-teens-navigate-big-emotions-202404033030

When PBIS Becomes the Goal Instead of the Guide: 80-Year-Old Sociology Lessons for Schools

Published on October 13, 2025

School teacher smiling to schoolgirls sitting at desk using digital tablet, explaining and laughing

Most educators agree that using Positive Behavioral Interventions and Supports (PBIS) is most beneficial when these supports provide assistance to schools that is predictable, fair, and supportive. However, when PBIS becomes the focus for educators, PBIS’ impact wanders from what these supports were designed to do—support students.

Robert Merton, a sociologist, wrote about this kind of drift taking place in bureaucracies in 1940. His ideas can still be applied today to show why well-intentioned school frameworks sometimes lose their way.

When Rules Become the Goal

Merton described a concept called “goal displacement,” which happens when organizations become so focused on following the rules that they forget why those rules exist. In PBIS, goal displacement can happen when educators spend more energy filling out Office Discipline Referrals (ODRs), entering data, or checking boxes on a fidelity tool than helping students learn the behaviors those systems are meant to support.

Using fidelity tools such as the Tiered Fidelity Inventory (TFI) is important for ensuring schools apply PBIS practices consistently and with quality. The challenge comes when fidelity becomes the destination rather than the guide. The goal of PBIS fidelity measures is to improve outcomes for students and not to perfect paperwork. When completing forms or reports begins to take priority over impact, professionals must step back because PBIS will then begin to serve the system instead of the students. An audit may show that all practices have been implemented, but real classroom issues may remain unresolved.

Defensive Compliance: Playing It Safe Instead of Doing What’s Right

Merton also warned about engaging in “defensive compliance.” In PBIS, this can occur when staff members carry out the visible parts of the system without pursuing the purpose that supports the system parts. For example, a teacher might hand out the required number of tokens or tickets each week simply to meet an expectation, but they may not be pairing the reinforcements with specific, behavior-linked praise. The form of the strategy is there, but the function is lost. Students notice when recognition feels routine and not genuine, and the motivational impact will fade.

This type of situation is not necessarily a sign of poor teaching; however, it may be a sign that the system is too rigid. When educators feel they must choose between taking actions that are helpful for a student and taking actions that are required by policy, the system is no longer working, and it may need recalibration.

Trained Incapacity: When the Script Replaces Judgment

Another one of Merton’s ideas, “trained incapacity,” describes what happens when professionals become so accustomed to procedures that they stop trusting their own judgment. In PBIS, trained incapacity might look like a teacher publicly recognizing a student for positive behavior, because the system emphasizes visible reinforcement, even though the teacher knows the student is uncomfortable receiving public attention. The intention to stay true to the model is good. Fidelity still matters. But when fidelity overshadows flexibility, educators can feel trapped and frustrated, and students may not receive the support they need.

Re-Centering PBIS on Purpose

If these types of concepts and examples exist in a school, this does not mean PBIS is broken. In fact, Merton might argue that these challenges appear because schools care deeply about implementing PBIS correctly. The solution is to ensure the structure serves the mission.

Here are some strategies school leaders and teams can use to re-center PBIS in their schools:

Focus audits on impact, not paperwork. Ask, “Are interventions helping students succeed?” rather than “Are all forms complete?”
Empower professional judgment. Give teachers permission to adapt supports when the situation warrants this.
Keep the purpose visible. Remind staff regularly that PBIS is about connection, consistency, and care, and not compliance.
Use data wisely. Data should illuminate challenges and not dictate responses. Numbers help tell the story, but they are not the story itself.

The Takeaway

Robert Merton, who wrote in 1940 about bureaucracies, captured lessons that still echo in today’s classrooms. His ideas remind us that systems can be our greatest asset and our greatest distraction. When procedures start to overshadow purpose, even the most effective frameworks can lose their intention and diminish implementers’ and recipients’ benefits and motivation.

Using fidelity when implementing any supports or programs always matters. Adhering to fidelity can help ensure professionals deliver the practices consistently and equitably, and the PBIS practices are grounded in evidence. However, remember, fidelity, though vital, should guide, not govern. The art of delivering PBIS lies in pairing structure with sound judgment and authentic connection.

Eighty years later, Merton’s message persists: when people remember why the system exists, the system often works. The real success of PBIS is not found in charts or checklists—it is reflected in classrooms where students feel noticed, supported, and capable of doing their best.

How to Organize Your MTSS Framework for a Successful School Year

Published on October 8, 2025

Communication concept with multi colored abstract people icons. (3d render)

The start of a new school year can bring a sense of renewed energy, optimism, and purpose for teachers, parents, and students alike. After the first few busy weeks have passed and routines are established, it is an ideal time for schools to refocus on goals for the year ahead. For many, these goals include organizing a Multi-Tiered System of Supports (MTSS)—a framework that promotes consistency and effectiveness in how interventions are planned, delivered, and reviewed. Careful planning of the MTSS rollout ensures that staff understand their roles and responsibilities and that systems of support function with fidelity. Through clear pacing, communication, and collaboration, schools can build sustainable MTSS frameworks that support all learners.

How to Pace the Rollout of Your MTSS Framework

A common pitfall professionals can experience when rolling out the MTSS framework is trying to do too much, too fast. MTSS is most successful when implemented in phases, and staff are allocated time to learn, practice, and adjust. First, consider focusing on one or two areas that align with your school’s goals. Ensure processes are solid, and interventions are working with fidelity before moving on to the next tiers. Breaking the rollout into smaller steps can help maintain steady momentum without overwhelming staff.

MTSS Team Roles and Responsibilities

An effective MTSS team is built on clarity. Each member should understand his or her role, whether that includes coordinating data collection, leading intervention planning, or managing communication with grade-level teams. Clearly defining responsibilities helps to avoid overlap, reduces confusion, and allows the team to respond quickly to students’ needs. Your school may need a combination of different role players depending on students’ needs and staff availability, and these could include a facilitator, case manager, scheduler, timekeeper, focus monitor, minute taker, data analyst, intervention researchers and implementers, fidelity monitor, and administrators.

How to Run Effective MTSS Meetings

MTSS meetings are where decisions turn into action. To make the most of the limited time in a meeting, schools should honor working agreements among team members. Team members will be cross-trained in case an individual needs to miss one or meetings, members will be present and on time, and a tracking system will be used to document decisions. Ending each meeting by reviewing specific next steps, assigning responsibility for each step, and outlining a plan for follow-up can ensure accountability and progress.

Building MTSS Buy-In Across the School Community

For MTSS to thrive, this framework must be embraced by the entire school community and not just the core team. Building buy-in starts with transparency: explain what MTSS is, why it matters, and how it might help students and staff. Holding discussion sessions or soliciting input on school-related issues can also be beneficial. Sometimes, school environments can be influenced by a top-down communication style, in which administrators dictate what will happen, and this may not be conducive to systems-level change. Instead, work on creating an environment of shared decision-making where teachers feel included and that their input is valued.

Final Thoughts

Organizing MTSS is about more than just setting up intervention processes. Having an effective MTSS also involves planning around pacing and messaging and building a collaborative school environment. By thoughtfully planning their MTSS roll-out, schools can create a system that provides meaningful and lasting support for all students.

You can learn more about pacing MTSS, roles and responsibilities in MTSS, having effective MTSS meetings, and implementing MTSS with fidelity by visiting the trainings section of our website.

Strengthening School-Home Communication for All Families

Published on September 9, 2025

Mother with her primary school student daughter talking to school principal in her office flat vector illustration.

As the school year begins, building strong communication between schools and families is a good way for teachers to lay the foundation for a successful year. Being in regular contact with families can help create a positive relationship between schools and families and may help teachers stay up-to-date on their students’ lives and help ease potential tough conversations later in the school year. For military-connected families, in particular, clear and consistent communication between teachers and family members can create a sense of stability and trust that could be particularly helpful for a group that tends to experience frequent disruptions. Some of these disruptions, such as geographic relocations and deployments, can create unique challenges for students as they adapt to changes at home, and schools should be proactive in their responses to these stressors. When teachers and other school professionals establish good relationships with families, teachers receive better information about their students sooner, which can lead to more responsive services and better outcomes.

However, developing positive relationships with families may not be easy. A new school year can offer an opportunity for teachers, school professionals, and families to start new habits. As a teacher or school professional, you may want to consider adopting a few of the following tips to improve your relationships with families this year.

Use Tools to Strengthen Communication

Keeping in touch with families doesn’t need to be a time-consuming event. You don’t have to set aside 2 hours after school once a week to make a personalized call home. There are many faster ways to keep in touch:

Home–School Notes: A simple daily or weekly note that travels between school and home can be especially helpful for families adjusting to a new school or routine. These notes can highlight successes, share concerns, and keep absent parents in the loop.
Communication Apps: Using apps, such as ClassDojo, Remind, and Seesaw, can help teachers share real-time updates, photos, or reminders with families. These platforms are often accessible from mobile devices, which makes it easier for deployed or traveling parents to stay engaged. Check with your technology team to determine if your school or district has any preferred or designated apps.
Classroom Websites or Newsletters: A regularly updated classroom site or digital newsletter provides families with consistent access to schedules, assignments, and announcements. This can reduce anxiety for families managing multiple transitions.
Face-to-Face Meetings: Offering in-person conferences once per quarter can be helpful and can allow the teacher and families to review progress and discuss any problem areas. For military families, being intentional about including both parents when possible, such as by scheduling virtual meetings for a deployed parent, can foster trust.

Reduce Barriers to Stay Connected

Even in the best circumstances, school-home communication can be tricky. Families may juggle demanding schedules, shift work, or limited access to technology. Offering a variety of ways for parents to contact you or receive information about assignments can be helpful to ensure everyone is supported. Consider using these tips to help reduce barriers: offer resources online, when possible, so families can access them any time or from any location; provide virtual meeting options; and reduce paper information traveling home with students (schedules, permission slips, announcements), as these could be lost.

Consider Timing and Tone

Just as students tend to receive more negative than positive attention, families tend to get more information from school when something is going wrong. Teachers are busy and may not get a chance to write home every time a student has a breakthrough; however, they do find time to write home when a student has a breakdown. As a result, families may come to dread communications with the school and may ask themselves, “What now?” when they get a notification. To counter this, teachers can try two strategies. First, they can share a positive experience a child has had with families as soon as possible during the start of the school year in order to start communications on a positive note. Second, when teachers have to share less-than-ideal news, they can try to frame it in a “positive sandwich”: share one positive note, then the important news, then another positive note. For example: “Ceilidh continues to share such creative ideas, and we all really appreciate that. However, I wanted to let you know that we’re still seeing a lot of calling out in class. I think the strategy we’ve talked about has a lot of potential, and I can’t wait to hear more of her stories as we figure this situation out.”

Closing Thoughts

Strong school–home communication lays the foundation for student success for all families, including military-connected families. By intentionally choosing strategies that are flexible, inclusive, and proactive, educators can ensure every family feels informed, respected, and connected to their child’s learning. Building these partnerships early in the school year can help to create a foundation of stability and collaboration that can support students all year long.

For more information about communicating with families, please visit our School Supports series of trainings, or you can explore one of our other training series for more ideas on how to support Military-connected students.