A qualitative study on lived experiences of military families with disabled children: Service continuity challenges during PCS

Abstract:Active-duty military families of children with disabilities face numerous challenges during a permanent change of station. Frequent moves can create gaps in medical, educational, and therapeutic services, impacting children’s development and increasing family stress. The problem addressed in this study is that active-duty military parents are not consistently provided with the support needed to ensure continuity of services for their children with disabilities during permanent change of station transitions. Guided by Leininger’s cultural competence theory, Bronfenbrenner’s ecological systems theory, and Simon’s policy analysis theory, this qualitative study explored families’ lived experiences and the services they recommend before, during, and after a relocation. Data were collected from seven active-duty military families from three branches with a child with a disability. Participants shared their experiences through reflections, pre-interview questionnaires, and semi-structured interviews. Reflexive thematic analysis, guided by Braun and Clarke’s six-phase procedure and in vivo coding, was used. The study revealed five themes: (a) consistent and timely communication, (b) pre-permanent change of station planning and support, (c) dedicated case management and advocacy, (d) standardization of special education services, (e) mental health and social-emotional support for children. Findings showed parents were often their child’s primary advocate, re-explaining diagnoses, carrying records, and fighting for timely Individualized Education Plan implementation, with stress impacting children’s social-emotional development. These findings underscore the need for proactive case managers, improved communication, standardized service delivery, and a renewed focus on children’s mental health, providing recommendations to enhance resilience, reduce family stress, and ensure effective support for military-connected students with disabilities, and guide future collaboration among educators, legislators, and service providers.