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The demands on military members and their families are not only
increasing, but are becoming more complex. Military families sacrifice
their personal comfort and experience tremendous upheaval when soldiers,
sailors, airmen, Marines, reservists and National Guard members are
called to serve our country here or abroad. Children are especially
vulnerable when separated from parents due to deployments. Their unique
developmental perspective and limited life experience put them at a
heightened risk for emotional distress during the separation period.

Schools can be one place where stability and normal routine can provide
an anchor for children during the challenges of deployment and the
resulting disruptions to daily life. The predictability of the classroom
helps to cushion the impact of deployment that often includes changes in
psychological equilibrium and disruption of individual behavior and
coping skills. Alternatively, the stresses that may result from family
separation have the potential to affect an entire school community and
may interfere with the ability of students and staff to focus on
learning.

This booklet is intended to help educators build coping skills in their
students during and after a military deployment. The goal is to bring
needed support and understanding to the process and to maintain an
optimal learning environment in the classroom and the school. Specific
and practical guidelines for administrators, counselors, teachers, and
other school employees are presented in order to identify age-related
reactions and focus on appropriate intervention strategies. By using the
information and techniques in this booklet and adding your own unique
perspective and expertise, you will become more knowledgeable and better
prepared to assist the military child during the deployment and
transition.

### BACKGROUND

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Many civilians are unfamiliar with the unique nature and challenges of
the military. The distinct history and traditions of the military; the
dress, language, rank structure and mobile lifestyle may seem foreign to
those who have not experienced military service.

The United States military is a total force made up of the Active and
Reserve components including the Army, Army Reserve, Army National
Guard, the Navy, Naval Reserve, the Marine Corps, Marine Corps Reserve,
the Air Force, Air Force Reserve, Air National Guard, the Coast Guard
and Coast Guard Reserve.

Children of military members can be from the active duty or reserve
components. They can live on or near a large military base or they can
come from geographically isolated commands. Your students may have one
or both parents in the military. The children may be sent to live with a
relative or guardian in times of deployment. Children of military
members may have experienced numerous deployments or may be experiencing
the stresses of deployment for the first time.

### DEPLOYMENT

Deployment is the name given to the movement of an individual or
military unit within the United States or to an overseas location to
accomplish a task or mission. The mission may be as routine as providing
additional training or as dangerous as a war.

Deployments have three phases: pre-deployment, deployment, and
post-deployment (which includes reunion). Each phase has unique
challenges that require the proper interventions. Although the emotional
impact of each phase of the deployment cycle has been carefully
documented and studied, it is important to remember that no two students
will react the same way. Individual responses depend on a variety of
factors such as age, maturity, gender, parent-child relationships, and
coping skills of the caregiver during separation.

### PHASES OF DEPLOYMENT

## [Pre-Deployment Phase]{.smallcaps}

Notice that the family member will be deployed to another location in
the US or abroad is followed by feelings of general shock and disbelief.
Students will ponder questions such as "How could this happen to me?"
The order, security and safety of their lives and the lives of their
family members will feel temporarily shattered.

**[Deployment Phase]{.smallcaps}**

When the deployment day arrives, there is usually family, unit, and
community support. Military personnel are honored as dedicated,
self-sacrificing and courageous. In wartime, there is an enormous
mobilization during which family and community members provide a range
of outward forms of support. As the troops leave and the emotional
impact of that separation continues with the passage of time, the
involvement of the community and those less affected by the event fades.
The students and their families are left with feelings of loss and grief
to manage on their own. The remaining spouse or guardians of children
(including aunts, uncles, grandparents or family friends) struggle with
new and increased roles and responsibilities. Conflicts may surface.
During this phase, children and families of deployed military members
reach different levels of adjustment. Some have developed or improved
coping skills and are ready to resume their lives with renewed
resiliency and hope. Some struggle with past problems and new conflicts.
Others may continue to suffer from feelings of depression. Actively
reaching out to children and families who are experiencing deployment
difficulties during this phase can be helpful, especially if support
includes the teaching of new coping skills in relation to specific
problems. The majority of families reach a "new normal" in daily life
activities without the deployed spouse or parent.

**[Post Deployment]{.smallcaps}**

Reunion is typically experienced with euphoria and joy when the military
parent or spouse returns. Hidden beneath the surface are normal issues
that must be re-addressed and resolved as the family works to
re-incorporate the returned family member. The joyous return from the
family's perspective may bring challenges to the new equilibrium
established while the service member was gone. Spouses and children may
have operated with a new independence that is not easily surrendered.
Old and new conflicts may arise over roles and responsibilities. Family
counseling, support and assistance may be needed to reconstruct family
interaction. The expectation that the family will be just as it was
before the deployment must be addressed. This phase brings different
risks and challenges and the opportunity to negotiate stronger and
improved family relations.

### IMPACT OF DEPLOYMENT

Deployments cause stress due to change for both the service member and
the family that is left behind. Regardless of the length of the
deployment, the family will have to redistribute family roles (e.g.,
finances, the maintenance of the house and car, and the care and
discipline of children). Among young families, there is a strong
tendency to return to the location of their families of origin. These
moves are made to reduce costs and to add to the psychological and
physical support needed to keep the family going.

Many factors influence family adaptation to deployment. Each individual
in the family of a deployed service member must adjust to new roles and
responsibilities in addition to the "loss" through separation of their
loved one(s). All families benefit from assistance and support in one or
more areas but disorganized families with multiple pre-existing problems
and/or troubled family members tend to be at higher risk for poor
adjustments during deployments and separations.

Most students and their families will be able to adjust to a "new
normal" after the departure of a spouse or parent. However, some
students who are fragile or who have had previous social or emotional
problems may continue to have serious symptoms of stress and their
ability to function in the school remains compromised.

Prompt referral for intensive individualized assessment and therapy will
be appropriate for students who, after six to eight weeks,

(1) *Have not been able to resume normal classroom assignments and*

> *activities*

(2) *Continue to have high levels of emotional response such as
    continued*

> *crying and intense sadness*

*(3) Continue to appear depressed, withdrawn and non-communicative*

*(4) Continue to have difficulty concentrating in school*

*(5) Express violent or depressed feelings in "dark" drawings or
writings*

*(6) Intentionally hurt or cut themselves or are at risk for hurting
others*

*(7) Gain or lose a significant amount of weight in a period of weeks*

*(8) Discontinue taking care of their personal appearance*

*(9) Exhibit a possible drug or alcohol abuse problem*

The primary difference between a normal and serious reaction is one of
degree and duration of change rather than in kind. The withdrawn student
who may go unnoticed in a classroom may also need a referral for
evaluation. This student may, in fact, need more immediate intervention
than the agitated child who is acting out. If any of the "normal"
reactions to the stress of deployment persist over six weeks, after the
majority of their classmates no longer show any symptoms of stress, then
the parent needs to be notified and a referral made to appropriate
school, community or military services.

### SERIOUS STRESS REACTIONS

A student may show signs of serious stress during and immediately after
deployment to war. The following signs indicate that the student is in
acute distress and will need to be referred for immediate evaluation:

-   *Unfocused agitation or hysteria*

-   *Disconnection from peers and adults*

-   *Serious depression or withdrawal*

-   *Auditory or visual hallucinations*

-   *Any prolonged major change from normal functioning that continues
    six weeks after deployment*

### INTERVENTION STRATEGIES FOR YOUR STUDENTS

As an educator, you play a critical role in the life of each student.
You are a significant and valuable resource and support as the children
affected by deployment learn to cope and also to grow during this time
of change. We have provided some suggestions and strategies you can use
in your classroom as appropriate. Remember to rely on your own wisdom
and knowledge of childhood development to help each child and to assess
their individual needs and the needs of the other children in your
classroom.

**[Elementary]{.smallcaps}**

-   *Engage in play activities*

-   *Paint or draw pictures reflecting feelings and thoughts about how
    to make things better*

-   *Write in a journal*

-   *Read and discuss stories about children in conflict and children as
    problem solvers*

-   *Write cards or letters to the deployed family member*

-   *Make a memory book or calendar reflecting positive thoughts and
    actions*

-   *Take part in individual and group counseling when problems arise*

**[Middle School and High School]{.smallcaps}**

-   *Keep a journal*

-   *Engage in art activities*

-   *Write poetry*

-   *Write stories*

-   *Write cards or letters to the deployed family member*

-   *Relax by doing deep breathing and muscles relaxation exercises*

-   *Learn problem-solving strategies*

-   *Participate in small group discussions*

-   *Participate in support groups*

-   *Exercise*

-   *Listen to music*

-   *Take part in individual and group counseling when problems arise*

### TEACHER INTERVENTIONS IN THE CLASSROOM

[]{.mark}

**[Focus on Students and the Classroom Learning
Environment]{.smallcaps}:** Retain classroom routines and an emphasis on
the importance of learning, always leaving room for tending to students'
needs.

**[Provide Structure]{.smallcaps}:** Maintain a predictable, structured
class schedule with specific rules and consequences to provide support
and consistency for your students. When students are distressed about
news from their parents or the circumstances of the deployment, you may
want to find an appropriate time for students to share feelings, needs,
and fears and have their feelings validated. It is important for
students to believe that they are not alone emotionally and to be
reassured that their school is a safe and caring place.

**[Maintain Objectivity]{.smallcaps}:** Respond to events in a calm and
caring manner, answer questions in simple, direct terms while helping
student's transition back to their normal studies and activities.
Regardless of personal political beliefs, as a professional educator
entrusted with vulnerable children who need nurturing and support,
refraining from expressing possible negative opinions about their loved
one's involvement in the military is a significant contribution to their
emotional well-being.

**[Reinforce Safety and Security]{.smallcaps}:** After any classroom
discussion of a deployment related event, end the discussion with a
focus on the child's safety and the safety measures being taken on
behalf of their loved one. In the event of a deployment due to crisis or
war, protect students from unnecessary exposure to frightening
situations and reminders. Limit adult-to-adult conversations about
frightening details in front of your students. It is best not to have
television news as a backdrop when students are in class.

[]{.mark}

**[Be Patient and Reduce Student Work Load as Needed]{.smallcaps}:**
Expect some *temporary* slow down or disruption in learning when a
change affecting students occurs. Plan for shorter lessons and proceed
at a slower pace when necessary.

**[Listen]{.smallcaps}:** Be approachable, attentive and sensitive to
the unique needs of children coping with deployment and family
separations. Let the child know that they can speak with you or with a
school counselor, nurse, psychologist or social worker about their
questions and concerns. Take time to discuss the deployment and provide
factual information. It is important to reduce fear and prevent rumors
from spreading. By allowing students to ask questions, they can gain
information about the event which helps take away some of their
confusion. Talk about events in terms they can understand. Limit scary
or hurtful communication. Some children may express themselves
inappropriately; however, it is important to recognize that this is also
a way of coping with overwhelming feelings of fear, anxiety and
confusion.

**[Be Sensitive to Language and Cultural Needs]{.smallcaps}:** It is
difficult to express or interpret feelings when children and parents or
caregivers speak a different primary language. Bilingual/bicultural
personnel are most important in providing intervention services.
Teachers and other school personnel must be aware of, knowledgeable
about and sensitive to the values and beliefs of other cultures in order
to assist students and their families appropriately. Inquire about
school, community and military resources that are available to assist.

**[Acknowledge and Validate Feelings]{.smallcaps}:** Help students
develop a realistic understanding of deployment. Provide reassurance to
students that the feelings of loss, anger, frustration or grief are
normal responses to separation. Everyone reacts and adjusts to
deployment and change at a different pace.

**[Reinforce Anger Management]{.smallcaps}:** Expect some angry
outbursts from students. While recognizing that it is natural to feel
hurt and angry when someone we care about has left, there are
appropriate ways to express anger without hurting yourself or taking
your anger out on others. Reinforce age-appropriate anger management and
adjustment interventions to ensure a climate of nonviolence and
acceptance. Make appropriate referral to the school counselor as
appropriate.

[]{.mark}

### FREQUENTLY ASKED QUESTIONS 

**[How often do deployments occur and how many of my students will be
affected]{.smallcaps}?**

Although it is impossible to predict the number of deployments that will
occur during a time of war and terrorism, it is almost certain that one
or more students from your school may be involved in a military
deployment at any given time. Schools located in geographic areas where
there are large military installations will be most affected.

**[How do military deployments affect a class]{.smallcaps}?**

A deployment that affects one child may affect other classmates
vicariously, much as experiences of individual family members will
affect the rest of the family. Classroom climate and student behavior
and performance may be affected. Interference in the ability of students
to focus on learning can result. Administrators may need to set the
standard for school climate. Thoughtful classroom discussions may be
appropriate for older students during studies of current events but
sensitivity and support are required for all students whose loved ones
have been deployed.

**[How do students react to deployment]{.smallcaps}?**

Emotional reactions vary in nature and severity from student to student.
Previous experiences or lack of experience with deployment, temperament,
personality and the student's assessment of danger to their family
member determine the child's reactions. Nonetheless, some commonalities
exist when lives are disrupted by sudden separations and dramatic family
changes.

-   **Loss of Stability:** *Deployments interrupt the normal order and
    routine of daily life. Lack of stability is very threatening.
    Deployments can upset the equilibrium for extended periods of time.
    In the mind of the student, if this sudden change can occur, then it
    is possible that other unpredictable events might also transpire*.

-   **Loss of Control:** *By their very nature, deployments represent
    events over which the child has no control. Lack of control over
    happenings that impact daily life can produce an overwhelming
    feeling in children*.

-   **Individual Reactions:** *Children's immediate reaction to
    deployment often includes a fear for their own safety. They may be
    intensely worried about what will happen to them and their family
    members, to a degree that may be judged by adults as unreasonable.
    However, young children have difficulty putting the needs of others
    before their own. Children need repeated reassurance regarding their
    own safety and the outcome of the deployment as it relates to them
    and their daily lives.*

Conversely, for a variety of reasons, some children may express relief
that the family member has left the family unit. The deployment may put
an end to pre-existing family tension or dysfunction or it may represent
the finality of an action that resolves the child's anxiety, fear and
uncertainty about when the separation will occur.

However shocked or dismayed adults may be by children's reactions, it
provides an opportunity for children and adults to understand their
respective thoughts and feelings and marks a beginning point to work
toward a new adjustment in the family.

**[What are common stress reactions?]{.smallcaps}**

Acute reactions to separation generally appear within the first 24 to 48
hours. In the two weeks after the deployment, the reactions may change.
Behaviors will vary depending upon the age and developmental maturity of
the child. It is also important to note that it is possible for weeks or
months to pass before a delayed reaction will become apparent and cause
problems. (See Normal Reactions to Stress section)

**[When should a referral to a school counselor, psychologist or social
worker be made?]{.smallcaps}**

If symptoms persist over several weeks or seem extreme, teachers, with
the help of the school counselor, should contact the parent. The teacher
should consult with the school site administrator and support staff to
ensure that the appropriate mental health referrals are recommended
within the school or community. Support staff members may include the
school nurse, school psychologist, school social worker and crisis
intervention team member.

The duration and intensity of stress reactions vary greatly depending on
the level of impact on the child and family. These emotional surges may
pass more quickly with the support of loved ones, friends, social
contacts and military affiliations. If the separation is extremely
traumatic, the need for counseling is very normal and sometimes
necessary for healing and adjustment to take place. Counseling does not
indicate that a person is mentally ill. It shows that a person is strong
enough to accept help with the goal of learning how to manage changes in
a constructive way.

**[Why must the teacher become involved?]{.smallcaps}**

It is important to become involved for two reasons. First, studies have
shown that the way in which an adult responds to individuals and groups
after a crisis can significantly affect the outcome of the student's
experience. Once the immediate physical and safety needs of the child
are met, consideration must be given to the psychological needs of those
affected. Through supportive interventions, delayed or prolonged stress
responses can be minimized and learning can resume. Second, the process
of effective intervening with individuals or groups of children can
create a sense of class cohesiveness and help to re-establish the
student's sense of security and belonging in class.

**[Can deployment and the adjustment period after deployment affect
learning?]{.smallcaps}**

Deployment and the period after deployment affect learning by creating
instability in the lives of individual students as well as the
classroom. Stressed students have difficulty concentrating, learning new
concepts and controlling emotional expression. Some students may become
very quiet and withdrawn while other may become disruptive and overly
active. Their academic functioning may be impaired. Studies have shown
that prolonged stress alters brain chemistry and function, causing
students to have difficulty with concentration, memory, behavior and
control of emotions.

**[How can my school counselor, nurse, psychologist or social worker
help?]{.smallcaps}**

These school-based health and mental health professionals can help
identify the problem and determine the degree of impact on students and
on the school.

They should be trained to assess the student's situation and provide
supportive interventions that will assist in the student's adjustment.

School-based health and mental health professionals can determine if
additional services may be needed from district, community or military
sources and can make those referrals.

**[What kinds of training would be beneficial for school staff
members?]{.smallcaps}**

-   *School site deployment awareness training*

-   *Consultation with school liaisons from the military services*

-   *Specialized assessment and intervention training for staff*

-   *Resource mapping*

-   *Referral follow-up*

Many of these services are available to schools through the Family
Service Centers on near-by installations.

### CONCLUSION

This booklet is designed to meet the needs expressed by teachers and
other school personnel for background information and intervention
strategies to support the military child during mobilization and
deployment.

The information included in this booklet is not intended to answer all
questions related to mobilization, deployment, transition, reunion and
re-adjustment. There are a variety of additional resources and
deployment support services available at each of the armed services
websites (active duty, reserve and National Guard), any military base,
or your local community counseling services. Listed below are on-line
resources offering further information.

### HELPFUL WEBSITE AND LINKS

Army**: www.goacs.org** (*click on family readiness*)

Navy: [**www.lifelines2000.org**](http://www.lifelines2000.org/) (*click
on deployment readiness*)

Marine Corps: [**www.usmc-mccs.org**](http://www.usmc-mccs.org/) (*click
on deployment information*)

Air Force**: [www.afcrossroads.com](http://www.afcrossroads.com/)**
(*click on family separation*)

National Guard**: [www.guardfamily.org](http://www.guardfamily.org/)**

National Guard Youth Site:
[**www.guardfamilyyouth.org**](http://www.guardfamilyyouth.org/)

Reserves: [**www.defenselink.mil/ra/**](http://www.defenselink.mil/ra/)
(*click on family readiness*)

Department of Defense Education Activity:
[**www.odedeodea.edu**](http://www.odedeodea.edu/) (*click on crisis
management tool kit*)

Department of Defense Educational Opportunities:
[**www.militarystudent.org**](http://www.militarystudent.org/)

National Military Families Association;
[**www.nmfa.org**](http://www.nmfa.org/)

Military Child Education Coalition:
**www.militarychild.org/pdf_files/deploymentr2.pdf**

National Children, Youth and Families at Risk Initiative:
[**www.cyfernet.org**](http://www.cyfernet.org/)

### ACKNOWLEDGMENTS

This document is sponsored by the Educational Opportunities Directorate
of the Department of Defense and is the result of collaboration between
representatives from each branch of the United States Military as well
as Marleen Wong, Co-Director of the School Intervention Unit, National
Center for Child Traumatic Stress, UCLA and Duke University, and
Director of Crisis Counseling and Intervention Services, Los Angeles
Unified School District.