Easing Transitions of Military Dependents into Hawaii Public Schools: An Invitational Education Link
Abstract: Over 15,000 military dependent students attend Hawaii public schools, about 8% of the total student population. The transition to Hawaii schools has been identified by many military families as a challenge and one more difficult than other transitions their families have made. A generally acknowledged negative perception of Hawaii public schools among the military community worldwide does nothing to ease this transition, especially when schooling ranks near the top of military families' quality-of-life issues. Other factors that have made the transition difficult include cultural differences and some local school policies. This study draws on the following: federally funded research and programs to ease school transitions for military dependent students, five years of customer satisfaction surveys done with military families in Hawaii, and descriptions of the numerous programs and activities underway in the state. These programs and activities are sponsored jointly by the military and the Department of Education to welcome military dependent students into the public schools and provide them with a quality education. From a broad overview of the situation for military dependent students worldwide, this study hones in on efforts in Hawaii and the connections to the research literature including Invitational Education (IE). The study includes a description of the prevalence of IE at the University of Hawaii and its congruence with Hawaiian values as well as with the research on school connectedness that underlies much of the national-level effort at easing military student transitions.
Abstract: Introduction: Persistent inequities exist in obstetric and neonatal outcomes in military families despite universal health care coverage. Though the exact underlying cause has not been identified, social determinants of health may uniquely impact military families. The purpose of this study was to qualitatively investigate the potential impact of social determinants of health and the lived experiences of military individuals seeking maternity care in the Military Health System. Materials and methods: This was an Institutional Review Board-approved protocol. Nine providers conducted 31 semi-structured interviews with individuals who delivered within the last 5 years in the direct or purchased care market. Participants were recruited through social media blasts and clinic flyers with both maximum variation and homogenous sampling to ensure participation of diverse individuals. Data were coded and themes were identified using inductive qualitative research methods. Results: Three main themes were identified: Requirements of Military Life (with subthemes of pregnancy notification and privacy during care, role of pregnancy instructions and policies, and role of command support), Sociocultural Aspects of the Military Experience (with subthemes of pregnancy as a burden on colleagues and a career detractor, postpartum adjustment, balancing personal and professional requirements, pregnancy timing and parenting challenges, and importance of friendship and camaraderie in pregnancy), and Navigating the Healthcare Experience (including subthemes of transfer between military and civilian care and TRICARE challenges, perception of military care as inferior to civilian, and remote duty stations and international care). Conclusions: The unique stressors of military life act synergistically with the existing health care challenges, presenting opportunities for improvements in care. Such opportunities may include increased consistency of policies across services and commands. Increased access to group prenatal care and support groups, and increased assistance with navigating the health care system to improve care transitions were frequently requested changes by participants.