The National Education Association defines cultural competence as “an awareness of one’s own cultural identity and views about difference, and the ability to learn from and build on the diverse cultural and community norms of students and their families.” Cultural competence is not a static skill—it is an ongoing process of reflection, learning, and intentional practice. For educators serving military-connected students, this requires an understanding that the military represents a distinct and dynamic culture shaped by shared values such as service, resilience, adaptability, hierarchy, and mission-focus.

While military-connected students represent all racial, ethnic, and socioeconomic backgrounds, their experiences are often unified by the unique demands of military life. These may include frequent relocations, school transitions, periods of parental deployment, reintegration challenges, and living within a highly structured and community-oriented system. The military also has its own language, traditions, expectations, and support networks that influence how service members and their families communicate, respond to challenges, and engage with schools.

Developing an understanding of military culture allows educators to more effectively build relationships with students and families, recognize both strengths and stressors, and respond with empathy and informed practices. Military-connected students often demonstrate adaptability, independence, and leadership skills; however, they may also experience academic gaps, social-emotional challenges, or feelings of isolation during transitions. Recognizing these dynamics helps educators create inclusive, responsive learning environments that promote stability, belonging, and academic success.

This module is designed to deepen educators’ understanding of military life and culture and to build the skills necessary to support military-connected students and their families. Through this learning, educators will be better equipped to foster strong partnerships, reduce barriers to success, and intentionally create school environments that are welcoming, predictable, and supportive for those who serve—and the children who support them at home.

This module was designed to increase educators' understanding of the culture of military-connected students and families.

Reflect: Building Awareness of Military Culture

Consider the following questions as you begin this module:

• What branches of the U.S. military can you name?

How familiar are you with the roles or missions of each branch?

• What military customs, traditions, rituals, or celebrations are you aware of (e.g., chain of command, ceremonies, holidays)?

How might these influence family life or student experiences?

• What experiences—if any—have you had interacting with military-connected students or families?

What insights or challenges emerged from those interactions?

• What is the purpose of the Interstate Compact on Educational Opportunity for Military Children?

How does it support students during transitions between schools and states?

• Why is the month of April significant for military families and children?

How do recognition efforts like Month of the Military Child impact school culture and student belonging?

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