Growing Up Military and Constantly Moving: Military Impact on Teen Identity

For teens growing up in a military family, identity doesn’t develop in one neighborhood, one school, or one friend group. It forms mid-packing, between time zones, in borrowed bedrooms, and in unfamiliar classrooms. While most teens figure out who they are by testing limits in familiar places, military teens often have to do that while constantly starting over. On average, they move six to nine times before high school graduation.¹ 

These moves aren’t just about a new school or a new zip code. Research shows that frequent relocation during adolescence is linked to higher rates of identity confusion, anxiety, and depression.² It can also leave teens feeling less connected to others their age. And when connections keep being broken, friendships may be lost, and even normal development slows down. 

Still, military life isn’t just loss, disruption, and the challenges of military teen identity. Many teens gain strength from adapting to different cultures, facing repeated changes, and building resilience through life experiences. 

This guide walks through the following aspects of identity issues in military teens:

  • How the adolescent brain forms a sense of identity
  • How moving affects self-identity in teens
  • Risk factors of mental health struggles in military teens
  • How parents and mental health providers can help military teens with identity struggles
Military Impact on Teen Identity

The Adolescent Brain and Identity Formation

During adolescence, the brain undergoes major remodeling, especially in areas tied to self-awareness, emotional processing, and social belonging.³ The prefrontal cortex, which helps with reflection and long-term planning, is still maturing. So is the limbic system, which governs emotional reactivity and reward.⁴ These systems take shape in response to the world around them, including peers, routines, values, and experiences.

For military-connected teens, that environment can shift dramatically, again and again. Each move means recalibrating new rules, new accents, and new cultural cues that all impact finding belonging as a military teen. In the process, many teens learn to adapt quickly but sometimes at the cost of stability in their sense of self. What psychologists call “identity diffusion” can show up here, which is a lack of clarity about who you are, shaped by constantly trying to fit in.⁵ 

How Frequent Relocation Causes Identity Issues in Military Teens

It’s evident that frequent relocation and the teen psychology surrounding it need more attention. So, let’s get into it in a bit more depth. How does frequent relocation impact a military teen’s identity?

Identity Disruption and Reinvention

We’ve already covered a little bit about getting used to a new “normal” can disrupt a teen while they’re trying to establish their identity. But let’s get into the research. One study explored how frequent relocations shaped identity for U.S. military teens aged 16–18. Teens described feeling “identity crises” that were hidden from others, navigating “self-perception in the world” and learning new social norms rapidly. 

This research alone highlights how mobility pressures teens into continuous adaptation, often at the expense of a stable sense of self.⁷

Loss of Social Belonging

It’s hard to form deep connections when you know they might disappear. Some teens respond by pulling back – keeping friendships surface-level and avoiding too much closeness. Others dive in, only to feel the sting of another goodbye months later. 

Either way, the losses accumulate. Stable friendships during adolescence aren’t just nice to have.⁹ They’re part of how emotional resilience is built. When those relationships keep getting interrupted, teens may become more isolated, anxious, or withdrawn. And in families where a parent is struggling with trauma or re-entry stress, the emotional ripple effect can extend even further. Some teens begin to carry stress that isn’t entirely theirs, especially in the case of PTSD by proxy.¹⁰

Cultural Whiplash

Military life brings entirely new norms. The culture on a base in Germany may look and feel nothing like one in Texas. For teens, that can create an identity tug-of-war. In each setting, the pressure to adapt is strong, and sometimes it works. But when teens are constantly adjusting to fit in, they may begin to push down the parts of themselves that don’t match the local mold. Cultural and emotional flexibility can be a gift, but when these lead to self-suppression, the long-term effects can be complicated.¹¹ 

The culture within military families can shape identity, too. Values like strength, order, and sacrifice often come through clearly, but so can the message to downplay emotion or avoid appearing vulnerable. Over time, some teens respond by developing what’s been called toxic resilience, which is looking composed and capable, even while feeling overwhelmed or emotionally unstable inside.⁸ 

Mental Health Struggles Linked to Identity Issues in Military Teens

Mental health challenges in military-connected teens don’t typically stem from a single cause. Instead, they tend to emerge from layered stressors that accumulate over time, especially when teens lack consistent emotional anchors. Some of the most common mental health challenges military teens experience include:

Anxiety and Depression

Military teens show higher rates of anxiety and depressive symptoms than their civilian peers.¹² This tends to be a deeply emotional response to unpredictable environments, inconsistent support systems, or the toll of living with uncertainty.

Adolescents are wired to seek stability as they form identities. Without it, their nervous systems may stay locked in low-grade stress, which can gradually erode mood regulation over time.¹³

Loneliness and Emotional Withdrawal

Research shows that children and adolescents exhibiting social withdrawal across time were significantly more likely to experience adult difficulties, such as depression and social anxiety.¹⁴ 

When social losses pile up without time to process them, teens may begin to withdraw as a form of emotional self-protection. This pattern is especially common in teens who feel they have no control over what (or whom) they lose next. Persistent loneliness has been linked to changes in stress reactivity and can lead to anxiety, unhappiness, restlessness, awkwardness, emptiness, and anger.¹⁵

Increased Risk of Suicidal Thoughts

One study found that military-connected students were significantly more likely to report suicidal ideation than their civilian counterparts, especially when a parent had been recently deployed or injured.¹⁶ These thoughts often occur when teens feel both invisible and overwhelmed, a combination that can form when support systems don’t recognize the extent of their cumulative stress.

Disrupted Emotional Development

Research shows us that teens develop emotional awareness through repeated experiences of being noticed and responded to.⁶ When a parent mirrors a child’s anger with calm or recognizes sadness with warmth, the brain learns how to manage feelings over time. This process, often called emotional mirroring, builds the foundation for healthy self-regulation.¹⁷

In military families under stress, especially those affected by PTSD or frequent deployments, these responses can become less predictable.¹⁸ A teen might express distress and receive silence, or act cheerful and be ignored. Over time, the absence of reliable feedback can make it harder to trust emotional signals.

Some teens learn to mute what they feel. Others might express it in ways that seem exaggerated or unpredictable. Neither reaction is random. Each is a strategy formed in response to an environment that didn’t consistently reflect their inner world back to them.

Supportive relationships can help repair these patterns. When adults notice and name emotions without judgment, teens gradually begin to do the same for themselves. With enough repetition, that inner sense of clarity and emotional stability becomes something they can rely on, even when everything else feels uncertain.

How Parents and Mental Health Providers Can Support Military Teens

While no adult can shield teens from every challenge, consistent emotional presence goes a long way to developing a sense of stability in military children. Let’s explore how the adults around a teen can offer this. 

Reflect Their Identity Back to Them

Notice and name what makes them unique: “You always notice when someone feels left out,” or “You think deeply about fairness.” These small affirmations help teens internalize a more coherent, values-based sense of self.

Normalize the Grief of Change

It’s tempting to try to prompt someone to grab at “fresh starts” but they might not be ready. It’s a good idea to make space for the sadness that comes with leaving the comforts of familiarity behind. Teens process emotions better when they’re allowed to grieve openly without their grief being minimized. 

Studies show that emotional intelligence, which includes recognizing and validating one’s own feelings, is strongly correlated with resilience. Teens who demonstrated higher emotional awareness and regulation showed better adaptation to life stressors and fewer internalizing symptoms over time.¹⁹

Anchor a Teen With Predictable Rituals

Research demonstrates that routine offers structure and can reduce behavioral problems in children.²⁰ You can create emotional anchors with simple routines set as rituals. Perhaps aim for a Friday night movie or a weekly family dinner check-in. These rituals create micro-moments of safety that the teen’s nervous system can rely on.

Model Emotional Openness

Military families often emphasize strength and self-reliance. But teens also need models of vulnerability. Let them see that it’s normal to struggle, to feel conflicted, or to ask for help. This creates psychological permission for them to do the same.

Know When to Call In Reinforcements

Sometimes therapy for identity struggles in teens is the best course of action. If a teen shows signs of persistent low mood, irritability, avoidance, or isolation, speaking with a professional is recommended. 

Cognitive behavioral therapy (CBT) can help teens reframe negative thought patterns, while narrative therapy gives them space to make sense of their lived experiences. Peer support groups, especially those designed for military-connected youth, can also help teens feel less alone. Mental health providers familiar with military culture can guide identity development and emotional regulation.

Growing Up Military and Constantly Moving: Military Impact on Teen Identity

Reach Out to Mission Prep for Advice on Therapy for Identity Struggles in Military Teens

If you’re supporting a teen who feels lost, emotionally overwhelmed, or unsure of who they are in the face of constant change, you’re not alone, and neither are they. Therapy can help teens find a sense of stability. 

At Mission Prep, we have a team of professional therapists who understand military culture and adolescent development, and have a keen interest in strategizing to overcome identity issues in military teens. 

We believe that every teen deserves space to explore who they are and that relocations shouldn’t impact that. We also believe that emotional development in military youth is important and so aim many of our therapies on developing identity through transitions. 

For more advice and guidance on therapy for identity struggles in military teens, contact us today. 

References

  1. Thomas, J. S., Trimillos, A., & Allsbrook-Huisman, S. (2022). Military adolescent pandemic study 2021: MAPS21. The Journal of School Health, 92(11), 1051–1061. https://pmc.ncbi.nlm.nih.gov/articles/PMC9537803/
  2. Hasler, G., Haynes, M., Müller, S. T., Tuura, R., Ritter, C., & Buchmann, A. (2020). The association between adolescent residential mobility and adult social anxiety, BDNF and amygdala-orbitofrontal functional connectivity in young adults with higher education. Frontiers in Psychiatry, 11, 561464. https://pmc.ncbi.nlm.nih.gov/articles/PMC7779475/
  3. Blakemore, S.-J. (2012). Development of the social brain in adolescence. Journal of the Royal Society of Medicine, 105(3), 111–116. https://pmc.ncbi.nlm.nih.gov/articles/PMC3308644/
  4. Arain, M., Haque, M., Johal, L., Mathur, P., Nel, W., Rais, A., Sandhu, R., & Sharma, S. (2013). Maturation of the adolescent brain. Neuropsychiatric Disease and Treatment, 9, 449–461. https://pmc.ncbi.nlm.nih.gov/articles/PMC3621648/
  5. Goth, K., Foelsch, P., Schlüter-Müller, S., Birkhölzer, M., Jung, E., Pick, O., & Schmeck, K. (2012). Assessment of identity development and identity diffusion in adolescence: Theoretical basis and psychometric properties of the self-report questionnaire AIDA. Child and Adolescent Psychiatry and Mental Health, 6(1), 27. https://capmh.biomedcentral.com/articles/10.1186/1753-2000-6-27
  6. de Jager, W., & Strauss, R. (1998). The selection of young adolescents for group therapy: Working towards cohesion. Southern African Journal of Child and Adolescent Mental Health, 10(2), 133–139. https://www.tandfonline.com/doi/abs/10.1080/16826108.1998.9632357
  7. The lived experiences of highly mobile military adolescents in search of their identity: An interpretive phenomenological study. (n.d.). Centre for Evidence for the Armed Forces Community. Retrieved June 26, 2025, from https://www.centreforevidence.org/article/20210928-the-lived-experiences-of-highly-mobile-military-adolescents-in-search-of-their-identity-an-interpretive-phenomenological-study
  8. Toxic stress and resilience. (n.d.). Clemson University. Retrieved June 26, 2025, from https://opentextbooks.clemson.edu/hlth4110spring2022/chapter/toxic-stress-and-resilience
  9. van Harmelen, A.-L., Kievit, R. A., Ioannidis, K., Neufeld, S., Jones, P. B., Bullmore, E., Dolan, R., NSPN Consortium, Fonagy, P., & Goodyer, I. (2017). Adolescent friendships predict later resilient functioning across psychosocial domains in a healthy community cohort. Psychological Medicine, 47(13), 2312–2322. https://pmc.ncbi.nlm.nih.gov/articles/PMC5820532/
  10. Cramm, H., Godfrey, C. M., Murphy, S., McKeown, S., & Dekel, R. (2022). Experiences of children growing up with a parent who has military-related post-traumatic stress disorder: A qualitative systematic review. JBI Evidence Synthesis, 20(7), 1638–1740. https://pubmed.ncbi.nlm.nih.gov/34710888/
  11. Haag, A.-C., Bagrodia, R., & Bonanno, G. A. (2024). Emotion regulation flexibility in adolescents: A systematic review from conceptualization to methodology. Clinical Child and Family Psychology Review. Advance online publication. https://www.researchgate.net/publication/382251061_Emotion_Regulation_Flexibility_in_Adolescents_A_Systematic_Review_from_Conceptualization_to_Methodology
  12. Kinley, J., Feizi, S., & Elgar, F. J. (2023). Adolescent mental health in military families: Evidence from the Canadian Health Behaviour in School-aged Children study. Canadian Journal of Public Health, 114(4), 651–658. https://pmc.ncbi.nlm.nih.gov/articles/PMC10351247/
  13. Milburn, N. G., & Lightfoot, M. (2013). Adolescents in wartime US military families: A developmental perspective on challenges and resources. Clinical Child and Family Psychology Review, 16(3), 266–277. https://pmc.ncbi.nlm.nih.gov/articles/PMC3754801/
  14. Gazelle, H., Shafer Lundin, J. K., Lei, H., Cao, H., & Litchfield, M. (2024). Child and adolescent social withdrawal predict adult psychosocial adjustment: A meta-analysis. Frontiers in Developmental Psychology, 2.https://www.frontiersin.org/journals/developmental-psychology/articles/10.3389/fdpys.2024.1408166/full
  15. Verity, L., Yang, K., Nowland, R., Shankar, A., Turnbull, M., & Qualter, P. (2024). Loneliness from the adolescent perspective: A qualitative analysis of conversations about loneliness between adolescents and Childline counselors. Journal of Adolescent Research, 39(5), 1413–1443. https://journals.sagepub.com/doi/full/10.1177/07435584221111121
  16. Frederick, J., & Siebler, P. (2022). Military children: Unique risks for mental health and wellbeing and implications for school-based social work support. Smith College Studies in Social Work, 92(4), 219–239. https://www.tandfonline.com/doi/full/10.1080/00377317.2023.2189469
  17. Morey, J. N., & Gentzler, A. L. (2017). Parents’ perceptions of and responses to children’s emotions: Relations with meta-emotion philosophy and adult attachment. Parenting: Science and Practice, 17(2), 73–103. https://pmc.ncbi.nlm.nih.gov/articles/PMC6748337/
  18. PTSD: National Center for PTSD. (n.d.). U.S. Department of Veterans Affairs. Retrieved June 26, 2025, from https://www.ptsd.va.gov/family/effect_families.asp
  19. Collado-Soler, R., Trigueros, R., Aguilar-Parra, J. M., & Navarro, N. (2023). Emotional intelligence and resilience outcomes in adolescent period: Is knowledge really strength? Psychology Research and Behavior Management, 16, 1365–1378. https://pmc.ncbi.nlm.nih.gov/articles/PMC10132289/
  20. Selman, S. B., & Dilworth-Bart, J. E. (2024). Routines and child development: A systematic review. Journal of Family Theory & Review, 16(2), 272–328. https://onlinelibrary.wiley.com/doi/10.1111/jftr.12549
OSZAR »