This study examined specific barriers to education in a sample of seven student veterans, which included veterans with post-traumatic stress disorder (PTSD), and found some professional adjustment issues, social interactions, behavioral and emotional challenges, and life changes. In practice, student veterans expressed impairments in developing close relationships, concerns about feelings of isolation, and heightened anxiety when asked insensitive questions about their military service. In policy, educational policies regarding course transferability may need to be revisited so that veterans seeking to further their education can take steps to do so both during and after their military service without repeating coursework. Suggestions for future study include utilizing both qualitative and quantitative data collection to explore the challenges faced by student veterans.
Glover-Graf, N. M., Miller, E., & Freeman, S. (2010). Accommodating veterans with posttraumatic stress disorder symptoms in the academic setting. Rehabilitation Education, 24(1-2), 43–56. https://doi.org/10.1891/088970110805029921
Mental Disorders | Military and Veterans Studies | Psychiatry and Psychology | Public Affairs, Public Policy and Public Administration | Social and Behavioral Sciences
Higher education, Veterans, War, Combat, Readjustment, Classroom accommodations
Veterans; War; Classroom environment
Government and Community Services; Higher Education
Institute for Veterans and Military Families at Syracuse University
Institute for Veterans and Military Families at Syracuse University, "Research Brief: "Accommodating Veterans with Post-traumatic Stress Disorder Symptoms in the Academic Setting"" (2013). Institute for Veterans and Military Families. 271.
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