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Challenges in Transition

Educational Support and School Mobility for Children from Military Families Across the U.K. Home Nations

Bibliographic Data

ID19230906
AuthorsHannah Blake (0000-0002-2303-2203, University of Derby), Rosie Alexander (0000-0002-3814-5825, Aarhus University)
Year2026
Publication date2026-04-26
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueArmed Forces & Society (JOURNAL)
Journal identifiersISSN: 0095-327X • E-ISSN: 1556-0848
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/0095327x261433559
OpenAlexW7156119421
LanguageEN
References cited32

Existing research on geographic mobility and educational or career transitions has largely concentrated on voluntary moves or international migration, leaving limited attention to the sub-national mobility of children from military families. This article addresses this gap by examining the experiences of younger students who relocate frequently within national borders due to parental military service, drawing on qualitative research with these children and the educators who support them. Frequent relocations pose distinctive challenges, including navigating different education systems and coping with disrupted social networks. To mitigate these disruptions, children and schools often cultivate experiences of ‘familiarity’, reinforcing a shared military identity. While this identity can ease transitions, our findings reveal tensions for children moving to regions with minimal armed forces presence or for those who resist close association with their military background. By highlighting these nuanced dynamics, this study extends current understandings of mobility and education, offering insights into an underexplored population whose experiences complicate dominant narratives of geographic mobility

Coping (psychology) · Geographic mobility · Identity (music) · Military personnel · Narrative · Population · Qualitative research · Social mobility · Migration and Labor Dynamics · Migration, Health and Trauma · Racial and Ethnic Identity Research

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