Assisting Student Veterans with Hidden Wounds: Evaluating Student Support in US Higher Education

Abstract

This empirical study provides a phenomenological analysis of student veteran perceptions and experiences regarding student support programs in higher education and the accommodations provided for student with hidden wounds, specifically posttraumatic stress disorder and traumatic brain injuries. Qualitative data were collected through semistructured interviews to answer the research question: What are the traits of student support programs in US higher education institutions that assist in the successful degree completion of student veterans coping with hidden wounds? Participants were military veterans who recently attended undergraduate degree programs at US-based higher education institutions. Data analysis through in vivo and thematic coding showed dominant themes related to student expectations of student support programs. These themes included acknowledging specific needs of student veterans as nontraditional students, communication between students and institutions, awareness of the stigma around disabilities, standardization of services offered, social groups to connect veterans to other veterans, and need for proactive assessment of students unwilling to initiate accommodation requests. Practical implications for higher education leaders to improve current student support programs and future research recommendations are provided to expand upon the need for improving student support programs in America and abroad.

Citation

Linski, C. (2018), "Assisting Student Veterans with Hidden Wounds: Evaluating Student Support in US Higher Education", Hoffman, J., Blessinger, P. and Makhanya, M. (Ed.) Perspectives on Diverse Student Identities in Higher Education: International Perspectives on Equity and Inclusion (Innovations in Higher Education Teaching and Learning, Vol. 14), Emerald Publishing Limited, Leeds, pp. 29-45. https://doi.org/10.1108/S2055-364120180000014004