The education of children from military families: identity and agency

This paper reflects on the emergent outcomes of research into the progression to higher education of children from military families (hereafter service children), underpinned ethically by articles 28 and 29 (right to education and goals of education) of the UN Convention on the Rights of the Child. The scarcity of both literature and previous research in this field indicates the importance of the work. The paper addresses the identity characteristics of service children and the conceptualisation of their educational experience. Looking beyond the bare facts of academic attainment and participation in higher education, the paper explores the impact of identity and agency on educational progression and accordingly present the consequences for educators in engaging with the complex and distinctive realities and identities of service children, challenging stereotypes about both service children and disadvantage. Existing research, quantitative data sets and literature were reviewed and empirical data (through interviews and questionnaires) collected from school-age and undergraduate service children. Emergent theme analysis was viewed through the social constructivist lenses of Bandura, Bourdieu, Bronfenbrenner and Wenger related to agency, identity and capital. Service children are found to be under-represented in the higher education population. Contributory factors include distinctive constraints that they face, including frequent mobility and family separation, resulting in a high risk of emotional, behavioural and attainment problems. These precipitate a loss of personal agency, leading over time to the erosion of ambition to remain in education. Hence, continuing education becomes less attainable or desirable. Further research is underway to examine wider perspectives of the impact on education of being a service child. Recommendations from the research include professional development for schools, further education and universities following actions and recommendation from relevant authoritative bodies.