| Within the last decade, several school and government-level administrations have been attempting to circumvent the incidence of poor academic achievement in relation to school transition. Military children already challenged by frequent moves and parental absences may also be challenged with the impact on their academic achievement. Due to a lack of information, very little is known about the effect of transition on military families. Researchers have found that since the terrorist attack of September 11, 2001, there has been an increase in deployment and military transition, thus contributing to stress on military families resulting in poor school performance and emotional distress for the children. The purpose of this qualitative, phenomenological study was to provide a better understanding of transition programs (along with the transition itself), experiences of highly mobile, military children through perceptions of their parents in an effort to improve their post-elementary outcomes in the form of better methods of intervention and transition programs. Face to face, individual interviews were held with 10 highly mobile parents who met the criteria for the study. Results showed that highly mobile parents identified that transition programs, in their current forms, did not meet their expectations for their children, and were willing to aid in the process of improving them for future students. Additionally, data showed that parents believed that teachers show a lack of empathy towards highly mobile children, and their unique circumstances. Participants described that a lack a support for their children by the current government and education system caused them to have a lack of faith, and by extension help their children personally. This study contributed to research in the field of education and education theory, in that it provided data to improve transition programs and academic results. |
