The federal government has assumed responsibility for educating children living on federal property since the 1800s by paying those children’s school tuition. The advent of the Korean War led to a significant increase in military housing. Military installations began building schools on federal properties in the southern states in the early 1950s. There are several reasons why military children began attending schools on military installations rather than the local public schools, also known as Local Education Activities (LEAs). One significant reason is related to desegregation. Desegregation in the U.S. Military occurred prior to desegregation in public education. To support its own desegregation policies and the type of community these policies fostered, the government established desegregated schools for the children of military personnel. In addition, state law prohibited the expenditure of tax revenues for the education of children living on federal property. The military decided to build its own schools for the children of military personnel rather than paying for these children to attend local public schools. At present, all stateside U.S. Department of Defense Educational Activity (DoDEA) schools fall under the responsibility of the Department of Defense Title 10 under the direction of the Secretary of Defense. The overseas schools (or, DoDDS) fall under the responsibility of Title 20, Department of Education (DoDEA; School Boards for Department of Defense Domestic Schools Training Materials, 2012). Throughout the years, there have been many changes and shifts, as well as attempts to reintegrate children into LEAs. From time to time, the cost of supporting the schools is brought into question. In addition, whenever a military installation closes, its associated school, if any, closes too. Not all military children attend schools on military installations. Many receive quality educations at their LEAs. Regardless if a military child attends a school on a military installation or an LEA, it is important for helping professionals to know the types of education available to military children, to know how to support the needs of these students, and to know the laws that protect and support the social, emotional, and academic success of military children. For this paper, take into account what you have learned so far about military culture, review the two videos assigned this week, and conduct some additional research to deepen your understanding of the education of military children. Submit a 3- to 4-page paper in which you: Choose one family from the videos and briefly describe their circumstances as if they were an identified client Explain how the DoDEA school system could be utilized to help the family you chose Analyze how the scenarios discussed or circumstances may have been different in a civilian school Explain what social work strategies you would utilize with this family Explain how military culture played a part .

1. The federal government has assumed responsibility for
educating children living on federal property since the 1800s by
paying those children’s school tuition. The advent of the Korean
War led to a significant increase in military housing. Military
installations began building schools on federal properties in the
southern states in the early 1950s.
There are several reasons why military children began attending
schools on military installations rather than the local public
schools, also known as Local Education Activities (LEAs). One
significant reason is related to desegregation. Desegregation in
the U.S. Military occurred prior to desegregation in public
education. To support its own desegregation policies and the
type of community these policies fostered, the government
established desegregated schools for the children of military
personnel.
In addition, state law prohibited the expenditure of tax revenues
for the education of children living on federal property. The
military decided to build its own schools for the children of
military personnel rather than paying for these children to
attend local public schools.
At present, all stateside U.S. Department of Defense
Educational Activity (DoDEA) schools fall under the
responsibility of the Department of Defense Title 10 under the
direction of the Secretary of Defense. The overseas schools (or,
DoDDS) fall under the responsibility of Title 20, Department of
Education (DoDEA; School Boards for Department of Defense
Domestic Schools Training Materials, 2012).
Throughout the years, there have been many changes and shifts,
as well as attempts to reintegrate children into LEAs. From time

2. to time, the cost of supporting the schools is brought into
question. In addition, whenever a military installation closes, its
associated school, if any, closes too.
Not all military children attend schools on military
installations. Many receive quality educations at their LEAs.
Regardless if a military child attends a school on a military
installation or an LEA, it is important for helping professionals
to know the types of education available to military children, to
know how to support the needs of these students, and to know
the laws that protect and support the social, emotional, and
academic success of military children.
For this paper, take into account what you have learned so far
about military culture, review the two videos assigned this
week, and conduct some additional research to deepen your
understanding of the education of military children.
Submit
a 3- to 4-page paper in which you:
Choose one family from the videos and briefly describe their
circumstances as if they were an identified client
Explain how the DoDEA school system could be utilized to help
the family you chose
Analyze how the scenarios discussed or circumstances may have
been different in a civilian school
Explain what social work strategies you would utilize with this
family
Explain how military culture played a part in this scenario

3. Be specific in your answers and provide examples. Cite the
resources and any additional resources you use. Be sure to
follow APA guidelines in your research, writing, and citation.
Blaisure, K. R., Saathoff-Wells, T., Pereira, A., MacDermid
Wadsworth, S., & Dombro, A. L. (2016).
Serving military families
(2nd ed.). New York: NY: Routledge.
Chapter 4, “Children and Youth in Military Families” (pp. 73-
97)
Card, N. A., Bosch, L., Casper, D. M., Wiggs, C. B., Hawkins,
S. A., Schlomer, G. L., & Borden, L. M. (2011). A meta-
analytic review of internalizing, externalizing, and academic
adjustment among children of deployed military service
members. Journal of Family Psychology, 25(4), 508–520.
Duchac, N.E., Minor, J.S., Spitzer, K & Frye, T. (2016).
Applying the Military Success Model to school age children.
Journal of Military and Government Counseling, 4
(3), 211-219. Retrieved from http://acegonline.org/wp-
content/uploads/2013/02/JMGC-Vol-4-Is-3.pdf
Esposito-Smythers, C., Wolff, J., Lemmon, K. M., Bodzy, M.,
Swenson, R. R., & Spirito, A. (2011). Military youth and the
deployment cycle: Emotional health consequences and
recommendations for intervention.
Journal of Family Psychology, 25
(4), 497-507.
Moore, K.D., Fairchild, A.J., Ng, Z.J., & Wooten, N.R. (2017).
Evaluating behavioral health interventions for military-

4. connected youth: A systematic review. Military Medicine, 182,
11-12.
Wilson, E. (2010, September 21). DOD supports military
children in public schools.
American Forces Press Service
. Retrieved from
http://archive.defense.gov/news/newsarticle.aspx?id=60951
U.S. Department of Defense Education Activity. (n.d.). About
DoDEA: History. Retrieved from
http://www.dodea.edu/aboutDoDEA/history.cfm
U.S. Department of Defense Education Activity – DoDEA
Americas. (n.d.). DDESS history. Retrieved from
http://www.dodea.edu/Americas/aboutAm/amHistory.cfm
Department of Defense Education Activity. (n.d.) All about
DoDEA educational partnership. Retrieved from
http://www.dodea.edu/Partnership/about.cfm
U.S. Department of Defense Education Activity. (n.d.).
Retrieved from www.dodea.edu
Required Media
Laureate Education (Producer). (2013).
Military children
[Video file]. Retrieved from https://class.waldenu.edu
Note:
The approximate length of this media piece is 2 minutes.
Betsy Flanigan describes her children’s school experiences. She

5. also addresses how being raised in the home of a career military
officer influenced her children.
Accessible player --Downloads--Download Video
w/CCDownload AudioDownload Transcript
Laureate Education (Producer). (2013).
Military children and adolescents
[Video file]. Retrieved from https://class.waldenu.edu
Note:
The approximate length of this media piece is 4 minutes.
Michael and Kristin Wilkinson discuss the challenges of raising
their children within the military culture.
Accessible player --Downloads--Download Video
w/CCDownload AudioDownload Transcript