Voices from Military Families: Young People’s Reflections on Educational Experiences and Othering in British Schools

This paper critically examines the educational experiences of military children through the lens of Othering and exclusion, foregrounding young people’s reflections alongside perspectives from educators and third-sector professionals. While inclusive education has gained policy traction, the distinct needs of military children remain underexplored in academic discourse. Their high mobility, exposure to deployment-related stress, and cultural distinctiveness often position them as outsiders within school communities. Drawing on in-depth interviews that centre on the lived experiences and voices of military young people, supplemented by insights from educators and support professionals, this study explores how everyday exclusion and systemic Othering manifest in classroom interactions, peer relationships, and institutional practices. Young people’s reflections reveal frequent experiences of social and academic marginalisation, contributing to feelings of invisibility and disconnection from school environments. By privileging the narratives and understanding of military children, this research challenges prevailing assumptions about inclusion in schools. The analysis demonstrates how exclusion operates subtly within seemingly inclusive spaces, often overlooking the complex realities these young people navigate daily. The paper argues for targeted educational strategies that move beyond generic inclusion frameworks, advocating for approaches informed by the insights of military children to ensure their meaningful participation and a genuine sense of belonging in educational contexts.