Blog

Supporting Military-Connected Students: Why It Benefits All Students

Published on April 1, 2025
American soldier in his uniform holding his daughter who is wearing a purple sweater.

April is the Month of the Military Child. This designation provides an opportunity for individuals, within the military sector and within the civilian sector, to recognize the resilience and learn about the experiences and sacrifices of military children and their families. This can also be a time to focus on military-connected students within your school. Military-connected students often face unique challenges, such as coping with parental deployments, changing structures at home, and adapting to new educational and social circumstances due to frequent relocations. Military students are also among the most resilient students since they are able to rely on a supportive community, develop and sustain a strong sense of belonging, and experience many opportunities to try new activities and take on new responsibilities (Easterbrooks et al., 2013). Educators play an important role in creating an environment that supports military-connected students as they navigate these challenges.

Understanding the Unique Challenges of Military-Connected Students

Military children navigate distinct experiences that shape their educational and social journeys. Some key challenges include the following:

  • Frequent Moves – These students may change schools often as their parents are deployed or change duty stations. These changes require them to adjust to new academic expectations, curricula, and social groups.
  • Cultural and Social Transitions – Students moving between different schools, states, and countries may face challenges in adapting to new norms and making friends. They may experience stress due to a lack of stability and predictability.
  • Parental Deployments – Having a deployed parent can create emotional stress, uncertainty, and changing roles at home, and these situations may impact a student’s well-being and academic performance. Additionally, the consequences of deployment, including parental injury and death, can be traumatic for students.

Why Supporting Military-Connected Students Benefits Everyone

While these challenges are unique to military-connected students, many other students also experience family separations, transitions, or emotional stress. For example, not all students will experience a parental deployment, but they may experience long parent work trips, parental incarceration, divorce, serious parental illness, or parental death. By deeply understanding the unique needs of military-connected students, you can implement supports that can be utilized by military-connected and civilian students and help create social connections and improved access to learning for all students.

Best Practices for Creating an Inclusive Learning Environment

Educators can take actionable steps to support military students and enhance school culture by doing the following:

  1. Build welcoming classroom environments. Greeting students, creating a consistent daily schedule so that students always know what to do and expect, and allowing students some group work or social time to make connections can help support a sense of belonging.
  2. Support academic transitions. When receiving new students, provide academic and social supports. Schools can create processes to streamline enrollment and collect information about new students. Consider creating a student welcoming task force in which students can volunteer to explain school rules, give tours, and provide early social interaction.
  3. Make emotional supports accessible. Students should be aware of responsive services such as school counseling and school-based therapy and mental health-related initiatives, such as peer mentoring, student assistance programs, and group counseling opportunities. All students should know when to ask for help and who to go to for help.
  4. Recognize and celebrate many kinds of events. Schools can recognize and promote learning about military-connected students by participating in events centered around military students, such as Purple Up Day (Wednesday, April 9 this year). Schools can also observe a variety of different holidays related to other types of students who may be represented in your student population. Learning about other students’ experiences can help all students (and teachers) build empathy and social connections.

Military-connected students do face unique challenges, but their underlying needs can often be addressed by using strategies that can help support all students. By creating inclusive and understanding schools, educators can help every student, regardless of background, feel valued and supported.

Take Action: Explore More Resources

For more specific information on understanding military culture and best practices for supporting military-connected students, check out the Military-Connected Students modules on the School Resources website.

Reference(s):

Easterbrooks, M. A., Ginsburg, K., & Lerner, R. M. (2013). Resilience among military youth. The Future of Children, 23(2), 99–120. https://doi.org/10.1353/foc.2013.0014

Fenning, P. (2021). School supports for students in military families. The Guilford Press.

Optimizing Instructional Practices to Support All Learners

Published on March 1, 2025

Understanding Student Needs in the Classroom 

Imagine this: a fourth-grade teacher notices a student who has special needs, struggling in a small-group setting while the class is working on preparing poster presentations. This student often wanders the classroom doing unrelated tasks, distracts their peers with off-topic conversation, and generally appears to be unwilling to attend to the current work tasks. While these behaviors could be interpreted as a lack of interest, a lack of ability, or even defiance, they could also stem from the teacher not using strategies that align with the student’s needs. If students like this do not receive instructional practices that target and address specific learning and/or behavioral needs, these students may be unfairly labeled as having “behavioral problems” when what they need is support that is tailored to how they learn best. 

The Importance of Effective Instructional Practices 

Implementing instructional processes that use differentiated practices for different kinds of learners can be the foundation of an effective classroom. All students come into the classroom with different experiences, neurobiology, and intellectual abilities, and they will not all respond positively to the same instructional approaches. In fact, teachers may need to engage in more reflection and planning to meet a variety of student needs as research consistently shows that, when teachers use evidence-based strategies that are tailored to the needs of their students, they create environments that improve academic outcomes and reduce problem behaviors. When teachers participate in professional development, especially preemptively, this proactive action may yield positive results for all learners and save educators time and aggravation as they will not need to rely on constant reminders and redirection.  

Core Instructional Practices for Student Success  

Regardless of the group of students you’re teaching, implementing certain instructional practices can produce universal benefits: 

  • Build Positive Relationships: Building trust and rapport with students can foster a classroom culture in which students are naturally motivated to behave respectfully. 
  • Set Clear Expectations: Clearly explain what academic and behavioral successes will look like for each activity so students know how to behave.  
  • Utilize Scaffolding: Break down complex tasks into smaller, manageable steps, and provide clear instructions at each stage. 
  • Incorporate Visual Cues: Use visual rules, schedules, charts, or graphic organizers to help students understand expectations and stay organized. 
  • Provide Frequent Feedback: Provide consistent, specific feedback to help students understand their progress and areas for improvement. 
  • Maintain Structured Routines: Maintain predictable routines to reduce students’ anxiety and help them increase focus. 

Remember, specific instructional materials are available that can provide information on tailored strategies and best practices that can be used to address a variety of student concerns and disabilities, including autism, giftedness, and trauma. 

Applying Differentiated Instruction: A Real-World Example 

 Revisiting the earlier classroom scenario, the teacher recognizes that the struggling student has ADHD and requires structured support. Instead of assuming a lack of interest or defiance, the teacher implements the following strategies: 

  • Redirection & Clear Instructions: The teacher calmly reminds the student of the task expectations and provides a tangible handout summarizing the project. 
  • Task Breakdown: Recognizing that the assignment may feel overwhelming, the teacher scaffolds the activity by dividing it into smaller tasks and assigning the student a specific role, such as selecting images or researching sources. 
  • Choice-Based Engagement: The teacher introduces options, allowing the student to choose materials or decide which part of the project to complete first, increasing motivation. 
  • Frequent Positive Reinforcement: Throughout the task, the teacher offers encouragement and rewards the student for focus and participation, reinforcing positive behaviors. 

By employing these tailored strategies, the student is more likely to stay engaged, feel confident, and contribute effectively to the group project. 

Our Resources to Support Educators 

Adopting and refining tailored instructional practices can be challenging. That’s why the School Resources website provides materials that are specifically designed to help educators support students who have exceptional needs or abilities. The School Resources website offers educators valuable materials, including the following: 

  • Hands-on skill development exercises for teachers. 
  • Take-home resources to apply best practices in the classroom. 

The next time you receive a student’s IEP, consider leveraging these resources to implement the best strategies for student success.  

Are you using appropriate, differentiated practices, and are you still experiencing problem behaviors? Learn more about classroom management strategies.  

Reference(s):

Inside IES Research. (2022, May 26). Active duty military families and school supports. https://ies.ed.gov/blogs/research/post/active-duty-military-families-and-school-supports

Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Association for Supervision and Curriculum Development.

 

 

Building Stronger Relationships: Strategies for Educators and Beyond 

Published on February 13, 2025
Heart hands as a group of diverse people hands connected together shaped as a love symbol expressing the feeling of being happy and togetherness.

Many people think of February as a time to celebrate love and connection. While Valentine’s Day celebrates romantic and platonic love, this season can also be an opportunity for educators to reflect on the relationships they build in their classrooms. Although you may be familiar with some simple ways to work on building relationships with students, you probably haven’t considered how these same strategies can be used to improve other relationships in your life. Let’s look at some relationship-building skills for the classroom, and how you can focus on improving all of your relationships this Valentine’s season—in and out of school.  

The Power of Meaningful Conversations 

Engaging in discussions with students about non-academic subjects is one way teachers can build positive relationships with students. Giving people time to talk and listen to what they are saying can be beneficial, as this interaction can help the individual who is talking process emotions and thoughts, feel heard and understood, and reduce their stress.  

One effective strategy for changing the behavior of a student is the 2×10 strategy— spending 2 minutes talking to that student about non-academic topics for 10 school days in a row. These conversations can help the student improve their behavioral and academic outcomes, and it could reduce your need to use punitive discipline. Just a few minutes of talking can encourage students and teachers to build understanding and respect for one another and help students meet their needs for attention, safety, and control.  

Try This Outside the Classroom: Think about someone in your life you’ve been struggling to connect with lately. What would it look like to take a small step towards consciously connecting with them? What do you think engaging in 2 minutes of conversation with that person, especially the listening component, could do for your relationship?  

Using Praise to Reinforce Positive Behavior 

Using praise is another effective tool for encouraging positive behavior and utilizing it could help build a connection between teachers and students. When used effectively, praise can reinforce good habits, motivate students, and contribute to a more positive classroom environment. Here are some tips for giving meaningful praise to students: 

  • Use Names: Use the student’s name to make sure they know you’re talking to them: “Cevan, I noticed that you did a great job raising your hand before you answered.” 
  • Be Specific: Explain the behavior that the student performed well so they know how to do it again. “Good job” doesn’t give much direction, but “Kira, I love how detailed these adjectives are” tells the student exactly what she did right.  
  • Maintain a Positive Ratio: Focus on giving more praise than direction or criticism— using a ratio of three positive to one negative comment is suggested.  
  • Catch students being good: When appropriate, wait until a misbehaving student does something correctly so you can give praise, rather than scolding or redirecting them while they’re slightly off-task. 
  • Praise Small Steps: When working to shape a complex behavior, start by praising small behaviors that approximate or precede the expected behavior. For instance, this could be praising a student for starting their work when the goal is that they complete the task.  
  • Set Praise Goals: Give praise frequently and consider setting a goal for how much praise you will try to deliver during a lesson.  

 Apply This to Personal Relationships 

  • Give specific feedback instead of settling for “thanks.” An example of this could be saying, “thanks for grabbing me a coffee this morning because I mentioned I had a long night. That was so thoughtful of you, Marisa.” 
  • Offer criticism paired with some examples of things the other person is doing well. An example of this could be saying, “I really love how creative this idea is, and how fun you make it sound. You’re so interesting! That said, I don’t think a picnic in February is a good idea. What else could we do?” 
  • Focus on noticing how often you offer positive information in conversations. It can be easy to fall into a negative pattern, and you may think that you’re “being real” or people don’t mind. Consider how you can shift your ratio of positive-to-negative interactions. 
  • Look for small actions that people in your life are doing right and try to acknowledge them. You could recognize these actions by using a gesture; remarking on an action or habit (like always putting dishes in the dishwasher) that often gets taken for granted; or noticing and mentioning small steps that are being taken to reach a goal. 
  • Make a habit of looking for the good in others and telling them that you noticed. Consider setting a goal for how many compliments you give out every day.  

Strengthening Connections Inside and Outside the Classroom 

If you’re interested in learning more about building relationships with students, you can look at our trainings on active listening, giving praise, the 2×10  strategy, and being a warm demander. 

If you’re interested in learning more about simple strategies for improving your relationships outside of school, you could start by talking openly with your friends and loved ones and listening empathetically to what they have to say in return. Happy Valentine’s Day! 

Reference(s):

Dweck, C., & Carlson-Jaquez, H. (2010). Using praise to enhance student resilience and learning outcomes: Applications of psychological science to teaching and learning modules. American Psychological Association. https://www.apa.org/education-career/k12/using-praise

McKibben, S. (2014). The two-minute relationship builder. Educational Leadership, 56(7). https://www.ascd.org/el/articles/the-two-minute-relationship-builder  

Time for a Fresh Start

Published on January 17, 2025
Hands clasped over water reflecting clouds.

Reflect, Refocus, and Refresh for a New Year

While most school years begin in August or September, many people use the start of the calendar year—January—as a time to reflect and refocus on growth. Now may be a good time for you to consider how you’re doing on your goals from last year and make plans for what steps you need to take to meet those goals, if you haven’t already, and establish new ones.

As school professionals, we’re experts at setting and managing school-related goals, but we also need to focus on ourselves. This blog examines some potential areas for your growth, professionally and personally, over the coming year. Using these strategies and ideas may help to ensure your well-being throughout the rest of the school year and the rest of 2025.

Professional Growth: Goals for the School Year

The new year (and, therefore, New Year’s resolutions) is conveniently placed just about halfway through the school year, so this may be a good time for you to reflect on which practices and strategies have been working well in your classroom. In addition, you may want to consider methods or styles you use that could be improved. The new year presents an opportunity for you to reassess practices, try new strategies, or dedicate more time to continuing education. Some examples of school-related goals may include the following:

  • Expand Your Knowledge Base: Commit to learning about one new professional-development topic this year. You could read a book, attend a workshop, take a course, or spend time talking with other professionals to build your knowledge base.
  • Enhance Classroom Management: Improve your classroom management by trying new, positive strategies. You could set a goal regarding how much praise you want to give or how much time you spend building relationships with students. You could also focus on greeting students each day.
  • Achieve Work-Life Balance: Establish the much discussed “healthy work-life balance.” Set boundaries around work, such as considering when you are willing to answer work-related emails and grade student work.

Setting positive goals to be pursued while you are at school can help give direction and structure to your work and potentially reduce your risk of burnout. In addition, seeking and engaging in better mental health at work by implementing the above strategies can contribute to better mental health all around.

Personal Growth: Goals Beyond the Classroom

Making sure you’re keeping up with your healthy habits and hobbies can be an important part of establishing and maintaining your overall health. Some goals that may be worth considering this year include the following:

  • Learn a New Skill or Hobby: Look, you’ve been thinking about buying roller skates for years. Surely, the excitement and adventure that learning a new skill will bring are worth the investment.
  • Strengthen Relationships: Work on increasing how frequently you meet with friends; commit to calling a loved one (hands free) on your commute home once a week; take an exercise or drawing class to meet new people.
  • Cultivate Mindfulness: Adding a mindful practice, such as journaling or breathing exercises, to your schedule, even if just for a few minutes a day, can help you stay calm, grounded, and focused.

A Successful Year Ahead

By setting thoughtful goals and taking deliberate steps to achieve them, you can make 2025 a year of growth and balance. Whether you focus on professional development, personal enrichment, or both, these strategies will help you thrive.

For additional resources on self-care and goal-setting, click here.

Reference(s):

Lesh, J. J. (2020). Don’t forget about yourself: Words of wisdom on special education teacher self-care. Teaching Exceptional Children, 52(6), 367–370.

 

Keeping Your Cool This December: Strategies for Educators During the Holiday Season

Published on December 12, 2024

Introduction: Tackling the Holiday Challenges for Educators

December can be a tricky time for educators. For many, the end of November and all of December is considered to be the holiday season, which can bring celebration, joy, and anticipation. For most, the holiday season provides a welcome break from work and, perhaps, time to de-stress. However, the break actually comes at the end of December, and educators have to stay engaged and keep students involved and occupied as they forge on from Thanksgiving to winter break before they can indulge in relaxation. We know what that’s like, and we wanted to share some of our thoughts regarding one of the toughest teaching seasons of the year.

The Impact of Disruptions on Students

Whether they admit it or not, our students rely on routines to keep them organized and regulated. When breaks in the routine occur—such as special events, the end of the marking period, and vacations—students lose that sense of stability you’ve spent all year building. Students may lose motivation, feel overstimulated, or experience higher levels of stress, which can manifest as disengagement and misbehavior.

December doesn’t have to be nightmarish or traumatic. By thoughtfully planning your approach to these disruptions, you can minimize the psychological and behavioral effects students may experience during the holiday season.

How to Provide Structure During December

Maintaining structure helps students stay regulated during disruptions. Here’s how:

Reinforce Behavioral Expectations & Focus on Academic Rigor

  • According to Elias (1997), “a caring, supportive, and challenging classroom and school climate is most conducive to effective teaching and learning”. One of the ways a caring, supportive, and challenging classroom can be built is by maintaining rigorous expectations for your students, especially during disruptions and transitions. This may mean continuing to focus on academics, even if other classes may be indulging in less academic activities.
  • Remind students that, although the schedule may have changed, your expectations of them have not. Review the classroom rules and expectations with students, and stress that these expectations apply whether students are learning, going to assemblies, or going on field trips. Frequently discussing behavioral expectations in different contexts can help support positive behavior. Continue providing reinforcement for positive behavior and implementing consequences for rule breaking.

Maintaining Student Motivation

Motivating students during December requires creativity and flexibility. Consider the following:

  • Instead of offering free time or less-structured activities, provide opportunities for students to do deep learning or creative projects. For example, consider using December as a time to offer choices in research topics, work on creating presentations, or have students engage in group work.
  • Use a variety of metrics to assess student learning. Since students may be less focused, they may not perform as well on traditional tests but may be able to demonstrate their learning in other ways, such as participating in large- or small-group discussions, writing or blogging, or creating digital storytelling or infographics.

Supporting Students’ Emotional Needs

The holiday season can be stressful for students as well as educators. To support their emotional well-being:

  • This season can be just as stressful for our students as it is for us. You can help by incorporating social and emotional skills into lessons or offering a refresh on skills you’ve discussed previously. You may want to focus on skills regarding emotion regulation.

Ready to dive deeper? Explore our learning modules on teaching SEL skills and managing student behaviors.

Final Thoughts: A Thoughtful Approach for a Calm December

December doesn’t have to be stressful. By maintaining structure, motivating students with creative activities, and addressing emotional needs, you can create a calm and supportive environment for your students during the holiday season.

Continue reading “Keeping Your Cool This December: Strategies for Educators During the Holiday Season”