ABSTRACT
Military-connected or service children were a hidden population in the educational research literature. This chapter seeks to better understand the domains of potential educational risk for military-connected students at the dynamic intersection of school and military cultures from the perspectives of the educators who teach them in school settings. School counselors were most frequently cited by teachers and administrators as being a significant source of assistance to students and the primary point of referral when students exhibited difficulties in the classroom. The concept of school-wide reform is familiar to educators and policy-makers in the United States, but is most frequently associated with the improvement of student achievement in low-performing, high-poverty schools. Authorized into law in the 2002 Elementary and Secondary Education Act, school-wide reform implies the adoption of a specific model of systemic change to improve the responsiveness of the entire school to specific clusters of student needs.
