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Coaching Military/Veteran Students Through Academic Challenges
HigherEdMilitary
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Success in academic study takes grit, and perhaps that is one of the many reasons why military/veteran students excel in higher education. Perseverance and resilience are core elements within military training and service. Yet academic pursuits come with their own challenges. Therefore, it is crucial that institutions employ trained professional advisers and academic coaches to assist students who may encounter challenges during their studies.
Since there is no ‘one size fits all’ strategy for working with military/veteran students, it’s important that academic advisers use a variety of methods to engage, motivate, and guide students through academic challenges. Advisers can play a critical role in the success of their students, and the effectiveness of their approach could mean the difference between a student that flounders or flourishes. I’d like to offer a strategy for your consideration.
Examine the Challenge
Begin the conversation with the student by asking for more information about the course itself. How the student answers these questions will help you build an initial understanding about the student’s experience in the course and help you determine the most beneficial path forward. This also allows you to ease into the conversation without being perceived as judgmental.
If the student is repeating the course, you can start the conversation by asking “Can you describe what happened during your last attempt?” The student’s previous attempt and negative experience might contribute to additional anxiety about retaking the course. It’s important to note this, because it can lead to the exacerbation of other issues as we move through this process. Next, ask “What circumstances have changed in your life since the previous attempt?” This can help direct the conversation towards a more positive outlook, because you can help the student understand that this attempt takes place under different (and hopefully improved) circumstances.
If the student is attempting the course for the first time, start by asking them “What is and is not working for you in the course currently?” This question gives the student an opportunity to look critically at the situation. They should be able to quickly identify what is not working for them, but don’t let them dwell too long on the negative aspects. Encourage them to name what is working well.
Next, you can move on to ask, “What have you been able to accomplish so far?” This prompts the student to share what work they have completed and gives a better sense of their standing in the course, as well as what assignment/test may have hit a barrier. Uncover what assignment started their grade average to drop significantly and why.
A common question to ask at this point in the conversation is “Describe your attendance and participation in the course.” The way in which they respond to this question is important because it can reveal other important factors about the situation, such as life circumstances, which we will explore more as we move ahead. This can pinpoint which came first, the absences or the poor graded assignments. Did they do poorly on an exam because they skipped the lectures? Or perhaps they skipped lectures because they are embarrassed that they did poorly on the exam? While both situations are negatively impacting their academic standing, they may need to be approached in different ways.
A key influence in a student’s educational experience is their relationship with their instructor. Ask them to “Describe your relationship with the professor/instructor?” Listen very carefully to how this is answered. Some students will be very specific and include the number of emails sent to the professor and their dates/times. Other students will try to dodge this question, so you may need to ask more direct questions, such as: “Have you asked for help and/or utilized your professor/instructor’s office hours?” or “Is there an embedded tutor/lab assistant/librarian in the course that you can reach out to?” These questions may reveal a breakdown of communication that will need to be patched for the student to make an academic come-back.
The last question is holistic in nature but can yield vital information: “What else is going on in your life that might contribute to your current challenging situation in this course?” This particular question can be a Pandora’s Box; however, it is an important one. It will give you crucial insight into the student’s current situation. If the student doesn’t have any answer, you can try prompting them further by asking them if they are having trouble with transportation or technology issues that may have contributed to missing class sessions, problems with an unpredictable work schedule, or unreliable childcare. Students may mention health issues, so be careful not to venture into these conversations lightly. Just try to be prepared to have an array of services available for referral when topics like these emerge.
Coach and Cultivate Skills
The second part of this approach is to begin coaching the student. A pointed question to begin with could be, “What is your mindset about this course?” Their answer will help you gauge how to approach this coaching relationship. If a student is unwilling to put in the effort or resists the opportunity to reflect on the situation, then they might not be open to growth and problem-solving just yet. If this is the case, then you may want to lean into the black-and-white facts of the situation. Explain to the student what could happen if they do not correct their trajectory. Once the student has a clear understanding of the academic ramifications, they may be more willing to take steps to get “back on track.”
Military/veteran students do best when they can understand the importance of what they are learning. You can encourage them to have a conversation with you and/or their professor/instructor about the subject matter and how it fits into their overall education. This can help the student understand the purpose and relevance of the course, ultimately improving their “buy-in” and commitment to success.
One important coaching role you can play is to help them reframe the current situation. One way to do this is to connect their current situation to something similar that has happened in their past. Ask them “Have you ever experienced a situation similar to this before, and if so, how did you handle it?” Their answer will reveal personal characteristics that they can tap into to overcome the current barrier. You can remind them how they already have the personal strengths needed to be successful, they just need to adjust and apply them to the current issue.
Another coaching strategy is to ask them specifically about their academic skill set. How do they study, take notes, approach reading assignments, or draft writing assignments? How do they manage their time? What is their test-taking strategy? Remind them that the strategies used in the past may not be effective in the present. Encourage and offer them opportunities to build and grow their academic “tool kit.”
Lastly, you may want to broach the topic of academic accommodations. Many military/veteran students resist requesting academic accommodations because of the stigma around revealing any new or ongoing health conditions or learning disabilities. While this is an understandable reaction, it does not necessarily serve them in their academic experience. Consider having an empathetic conversation with the student about accessing the accommodations they are eligible for and deserve.
Formulate a Plan
The third part of this approach involves planning and managing the student’s expectations. Since you have explored all the angles of the situation, you and the student can move forward to create an individualized plan for academic success. It is important that this is a collaborative effort, so the student will develop a sense of ownership and responsibility to follow through.
Start with a discussion about what is a reasonable outcome based on the challenge presented. The student needs to have a clear understanding of what is possible if they fully commit to recovering their academic standing in the course. If this step is skipped, then no matter how much effort they put in, the student could still end up disappointed. A frank and honest conversation is crucial at this stage.
Next, review the resources available to the student. Lay out the services that would be most helpful based on what you have gleaned from the situation. Discuss the benefits of each service in the context of the student’s overall success. Explain that it may take a combination of several services to get the student what they need. For example, they may need a librarian for help in a research project and a writing coach to review the first draft of their paper.
Most military/veteran students appreciate structure, so you can work with them to build a schedule to fit these services into their routine. Utilize a planner and have the student map out the days/times that they are going to use the services. Gather the on-campus locations for the services and their operating hours, or virtual links to have available when needed. Don’t forget to consider other factors when building a structure, such as personal responsibilities outside of coursework.
An action plan is only as good as the one’s ability to follow it, so be sure to design some checkpoints for the student to be accountable for their progress. This gives the student time to reflect on what they have accomplished and see a straightforward path towards a successful completion. Remind the student that completing short-term objectives can lead to long-term goal achievement.
The strategy that I have shared combines advising best practices and coaching skills to form a holistic approach to supporting a military/veteran student’s academic persistence. It focuses on facts of the situation, but also teases out other factors contributing to the larger issue. It asks the student to understand the objective, explore options, make a plan, and take action. It is centered on performance but has a strong emphasis on personal responsibility and requires accountability. The military/veteran student will be very familiar with these concepts, as they are cornerstones to their military training and service. I hope you consider adding this approach to your repertoire as you continue to encourage and empower military/veteran students to overcome academic challenges on their journey to academic success and achievement.
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