The Effect of Restorative Practices on the Social-Emotional Impact of Frequent Transitions in Military Students

Abstract

The purpose of this study was to determine the socioemotional impact of frequent transitions in military students who move frequently due to changes in their family’s military assignments. This action research study sought to determine how such transitions affect building friendships among these students. The children who participated in the study evaluated themselves using a Social and Emotional Competencies Questionnaire. The intervention involved four weeks of Restorative Practice focused on developing improved peer relationships. The results from the study indicated that participating in Restorative Practices increased the social-emotional development for military students and suggest that by implementing Restorative Practices during morning meeting, teachers can promote a positive social-emotional environment for military students as they move from school to school.