Abstract
This qualitative study examines the perceptions of educational leaders working at secondary schools around the world and seeks to understand the support systems in place for Missionary Kids (MKs). The purpose is to add to the body of knowledge surrounding challenges for MKs as well as highlight model structures being used to address those defined challenges. A qualitative survey sampled fourteen secondary schools administrators from nine different countries. A psychosocial development framework was utilized to understand the unique challenges for adolescents. Furthermore, social cognitive theory and retention theory were used to comprehend how students learn and what keeps students in school systems. Findings add to the current practices in place to support MKs at secondary schools. Teachers, counselors, and administrators said that systems must be in place for leaving MKs to understand and talk about the challenges that they will face when re-entering their home country. These forums ranged from workshops, retreats, classes, and seminars. Additionally, parents and younger students were valuable populations to target for encompassing the larger scope of support systems. Lastly, multiple research participants commented on the need for incorporating alumni into the teaching process to share valuable information with current MKs.