Enhancing Educator Confidence in Assisting Military-Connected Students in a Multitiered Support System with an Inservice Program

Abstract

The purpose of this study was to assess perceived educator confidence in both identifying the needs of military-connected students and implementing interventions with military-connected students. Educators in the Clarksville-Montgomery County School System (CMCSS) in Tennessee participated in an interactive inservice presented by the primary researcher. The inservice focused on awareness of resilience, Tier I interventions, Tier II interventions, and Tier III interventions. Participants completed both the California Healthy Kids Survey- Staff Survey: Military-connected Schools Module (SSMCSM) pre- and postassessments regarding their perceived confidence when working with military-connected students. Each participant also completed the Enjoyment Survey to measure the participant’s enjoyment of the inservice. The quantitative results revealed that not only did the educators enjoy the inservice, but their overall confidence in identifying military-connected need and implementing interventions increased.