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Introduction

Introduction

Service Children’s Education (SCE) has built on over sixty years of serving overseas military communities and has extensive experience of supporting children and families through the challenges of deployment. This particular aspect of ongoing work has drawn positive acclaim from OfSTED, the Chain of Command and from families themselves.

Mobility (frequency of moves) and Deployment (one or both parents away from home on active duty) are fundamental aspects of Service life. Both have significant implications for schools and for the core themes of the Every Child Matters agenda.

SCE schools and services form a natural focal point for children and families within overseas military communities. It is where parents have regular contact with teachers and other staff to discuss matters of common interest concerning their children. It is also where children settle and make friends, experience continuity of routine and find a sense of security.

In an uncertain time when a parent is in active service on military operations in a dangerous part of the world he (or she) wants to know that the children are in good hands and families are well supported. SCE schools and services are funded by the MoD and form an important part of that support.

For those in the family that remain at home it can be a very challenging time. In drawing together these materials we have not only consulted with professional colleagues, but extensively on the experiences of parents and, of course, the children themselves.

At the heart of this work on deployment there is a focus on the importance of school as a source of stability and continuity for children. This is emphasised in the notion of the “Haven of Normality”; whatever may be happening in the rest of the child’s life, school is there. It is the simple day-to-day routines that help children to hold their lives together and keep going even when other aspects of their life may be in turmoil.

These materials are not simply about protecting children from the stresses of deployment; challenge and change are basic facts of life for everyone. Children that are well supported learn better and in ways that enable them to gain from challenging experiences, they grow to be strong and resourceful as adults and they become better equipped to face subsequent life-transitions.

For children to become the best they can, this support is most effective when it empowers people to do things for themselves. A number of the key developments in the SCE approach in recent years are reflected in these materials; there has been a particular focus on what works and the factors that help children develop positive resilience. In practice, positive, upbeat approaches that focus on what is possible tend to get better results; this is more effective than dwelling on what might go wrong.

In our research we found that it was essential to highlight that most children and parents do cope really well, they have good ideas of their own and they seem to gain from their experiences. They have told us the things that helped and what made a difference; this is reflected in the material. There is less reference to recognising stress and identifying what can go wrong and more about what can be done positively in practical terms. Care has been taken to reinforce positive messages of self-belief and other aspects that contribute to successful self-management.

As with any guidance, these materials mirror where things are now in terms of our knowledge and experience of the effects of deployment and what can be done to make a positive difference. Our research is ongoing but school progress is proving to be one of the most sensitive indicators that can show whether or not children of deployed parents are adversely affected by their experiences; so far our results suggest that children in SCE schools continue to do well and that having a deployed parent does not affect school progress.

We fully expect that subsequent versions of these materials will be modified in the light of further research and feedback. The present version reflects cumulative experience over a long period of time; it would be impossible to give credit to all the people and organisations that have contributed but we are especially indebted to the following people who assisted our task of drawing the material together:

We also wish to express our grateful thanks to past colleagues who helped produce previous materials, as well as those who now form the Pupil and Family Service Branch, for their particular commitment to this area of work and support to the military community.

The guidance in relation to notifying children of tragic events is adapted from information provided by the Army Inquiries and Aftercare Support Unit and gratefully acknowledged.

Most important of all we would like to thank all the children and parents that have spoken to us about their experiences.

Michael W Hughesman C.Psychol. AFBPsS, SCE Principal Education Psychologist

Paul MacArdle MA, Former Project Officer and SCE Primary Headteacher

© Service Children's Education 2012