What were the processes and associated impact of enabling Education students to increase their awareness of the specific educational issues of Service families?

The lives of children within Armed Forces (Service) families often pass unnoticed by wider society. Working with schools that have a high percentage of Forces families, it was realised that understanding of particular issues they face was largely limited to teachers in schools where they were concentrated, mostly close to Services accommodation. Various changes taking place within society, and the likely increased geographical spread of Service pupils throughout the UK, suggested that the particular needs of Service children should be embedded within initial teacher training (ITT), in order to offer parity with children with other particular educational and social needs. Kingston University timetabled sessions on Service families within initial teacher training and built a range of extension activities. This paper reports on the processes involved, their delivery and associated outcomes. It draws on a range of feedback and analysis, from questionnaires sent to participants, interviews with staff involved, and a wider circle of influencers including military units, welfare support agencies, associated charities, research organisations and university colleagues. Suggestions are made for how this work could be built upon, developed and extended in future, to the benefit of all involved. Various changes taking place within society, and the likely increased geographical spread of Service pupils throughout the UK, suggested that the particular needs of Service children should be embedded within initial teacher training (ITT), in order to offer parity with children with other particular educational and social needs and that higher education should be more accessible to all, including to mature students and partners of Service members. Kingston University timetabled sessions on Service families within initial teacher training and built a range of extension activities to offer a welcome to such families within higher education. This paper reports on the processes involved, their delivery and associated outcomes. It draws on a range of feedback and analysis, from questionnaires sent to participants, interviews with staff involved, and a wider circle of influencers including military units, welfare support agencies, associated charities, research organisations and university colleagues. Finally, suggestions are made for how this work could be built upon, developed and extended in future, to the benefit of all involved.