My dad was deployed and I was all alone at school: Why Michigan must pass SB 211

Today, a girl transferred to her fourth school in just two years. She didn’t tell anyone that her dad was deployed overseas. She walked to the back of the classroom, sat down, and remained quiet. She loves school, but is tired of having to start over. No one understands what it’s like to say goodbye to a parent for months at a time, to have to adjust to a new school and many new faces, all while worrying if she is ever going to see her dad again. 

This story isn’t unique — it’s becoming the norm. According to the Michigan Veterans Affairs Agency, there are more than 100,000 military-connected students in the state of Michigan. Military-connected students are constantly transitioning at every stage of life. Active military families typically move every two to three years, leaving their children to deal with the absence of one or both of their parents during deployment for an average of six months to a year. 

Mary Keller, the longtime leader of the Military Child Education Coalition, found that military-connected students face social and emotional challenges, which can lead to difficulty adjusting to curriculum and school climate. Without the necessary understanding and support, military-connected students often fall behind emotionally and academically. Michigan Senate Bill 211 aims to change that. SB 211 creates positive changes by assisting military-connected students in transitioning to new schools. This would be a major benefit for military families that are frequently on the move. 

State Sen. Joseph Bellino Jr., R-Monroe, introduced SB 211 in April, and it is currently under review by the Committee on Education. The bill aims to provide implementation guidelines for the Purple Star School Program. This program ensures that schools have the necessary resources to support military-connected students. The Purple Star School Program will provide schools with trained staff liaisons and guidance for connecting the children of our service men and women to much-needed resources. This includes interpretive learning styles for military connected students, social integration, and student development of emotional connections. 

States that have already implemented Purple Star Programs have seen significant impacts: positive student engagement, inclusivity of school cultures and staff feeling empowered to support students facing extraordinary challenges. This is addressed in SB 211 with the implementation of professional development for school staff. With the continuation of targeted professional development for this topic it fosters inclusive classroom environments, which is crucial for academic success and emotional well-being of military-connected students, Moreover, Katherine Sullivan found military deployment cycles demonstrate an increase in depression, suicidal ideation and lower academic engagement. This can be mitigated with SB 211 and its focus on the school, staff, families and community. 

The American Home Front Project conducted a survey that found that the frequent separation from one or both parents being deployed resulted in over 40% of military-connected students reporting low mental well-being. The survey was conducted in October of 2021, prior to the implementation of the Purple Star Program. According to the Columbia Law School Center for Public Research and Leadership, Purple Star Programs that have been implemented since then have shown a 77% positive impact on not just military-connected students, but their schools overall. These programs mean everything to a child who needs someone to understand their unique challenges as a military-connected student.

Another benefit of SB 211 is that it connects a new student with a peer who is already in the Purple Star School Program to act as a mentor. This eases the student’s transition into an unknown school and community. SB 211 not only greatly benefits the military-connected students, but it also promotes the members of the Purple Star program to consistently give back to the community through various volunteer opportunities.

Those who are and have served are willing to make the ultimate sacrifice for our freedom. Their children, who sacrifice alongside them with missed birthdays and constant relocations, deserve an educational environment that meets their unique needs. 

I’m asking all Michigan lawmakers and every reader to imagine being a 10-year-old who is starting over, missing your parents and feeling completely alone. Now, imagine walking into school knowing that there are trained staff who understand how you feel and are ready to help you achieve your goals. Imagine finally feeling heard and not feeling alone anymore.

SB 211 offers just that. It’s not just another bill — it’s hope. The Purple Star School Program already has a demonstrated track record of success. Lawmakers and all Michiganders would be remiss to ignore the positive impact this program and SB 211 will have on those that need and deserve our unmitigated support. Passing SB 211 is exactly what must be done for those who sacrifice so much for us and their families.

Morgan Green is a University of Michigan Alumni and a master’s student in the School of Social Work College of Social Science at Michigan State University. She can be reached at greenmo8@msu.edu.

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