‘School Transitions Among Military Adolescents: A

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Critique of the article, ‘School transitions among military adolescents: A qualitative study of stress and coping.’ By: Holly Sandoval PSY 326 – Research Methods Dr. Jason Etchegaray [no notes on this page] -1- Critique of the article, ‘School transitions among military adolescents: A qualitative study of stress and coping.’ School transitions among military adolescents: A qualitative study of stress and coping by Bradshaw, et al (2010) explores the impact of high mobility on the educational success of military students. This research delves into the stress that mobility has on students, student coping methods and changes that could be implemented to make transition easier on adolescents. There are currently about two million military children who attend school in the United States. These children attend an average of eight schools by the time they graduate. (Canon, 2011) Moving and switching schools so frequently can cause a wealth of problems for the military child. Changing schools often can have a negative effect on schooling on its own. If classes in one location are behind classes in another location the child has to catch up to the rest of the class. If some classes do not transfer to another school the child may have to retake classes or even postpone graduation. Research has shown that frequently changing schools has a cumulative effect on academics, often putting a child who moves frequently a year or more behind students who do not move as much. (Education Week, 2004) Military students also face the stress of reconnecting with a new community and classmates every time they move. Military students face challenges in joining sports or clubs that require a long term commitment as they move so often. They also have trouble joining in activities that are based on popularity. Student government positions or prom queen winners are usually students

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