How does military life shape service children's identity and school experiences?

服役儿童是根据其父母的职业确定的。武装部队的职业要求决定了他们的生活。服役儿童比平民同龄人更有可能搬家（回家和上学），父母分居（如周末和部署）在服役家庭中很常见。除了这些流动和分离的经历外，作为武装部队大家庭的一部分，还产生了一种独特的身份，这进一步使他们与同龄人区分开来。因此，服役儿童有独特的教育经历、相关需求和独特的身份，在教育背景下没有得到充分理解或支持。因此，我的博士研究以一种有意义和创造性的方式与服务儿童合作，探索服务生活如何塑造他们的教育经历和自我意识。通过选择这一重点，研究的目的是扩大和细微差别目前的理解服务儿童的教育经验，除了进一步了解服务儿童如何看待自己。因此，希望这项研究将有助于发展专业知识和了解这一群体的儿童在学校，并帮助通知服务学生溢价（SPP）的资助选择，除了更广泛的学校实践。

Service children are identified by virtue of their parent's (or parents') occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context. Therefore, my doctoral research engages in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research aims to widen and nuance current understanding of service children's educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.