This cross-sectional study examines residential relocation among a cohort of 495 fifth graders in one urban community in the Southeastern U.S. The impact of residential mobility is discussed in relation to student/family outcomes as well as the stressors placed upon schools. Results support previous findings which suggest residential relocation is correlated with academic problems. In addition, highly mobile students are twice as likely to be referred by teachers for disciplinary intervention and families are five times more likely than their residentially stable counterparts to be involved with child protective services. Implications from this study address the need for school systems, including school social workers, to look beyond the classroom to understand and respond to the needs of highly mobile families.

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Published in Advances in Social Work, v. 10, no. 1.

Copyright © 2009 Advances in Social Work

This work is licensed under a Creative Commons Attribution 4.0 International License.

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