While reviewing a 2020 study that addressed resiliency among veterans, it was intriguing that a “significant minority” of veterans screen positive for mental disorders, and the majority are psychologically resilient.

This result was attributed to two things. Two things that I would offer ought to be more thoroughly examined and appreciated by those currently serving as instructors in academia. The first contributing factors were prevention and treatment efforts designed to promote protective psychosocial characteristics and the second factor was elements of a veteran’s social connectedness. Let’s focus on the second element, social connectedness. A student veteran’s feeling of social connectedness may involve their feelings toward having secure attachments, a sense of integration with their community, and the presence and efficacy of their social engagements.

And what is a typical graduate course with its attendant introductory biographies, group projects, discussion posts, and feedback in the form of graded products? I would offer it is a six to twelve-week social engagement.

Given these revelations, do instructors and other members of the academic community have an obligation to psychologically triage their students who are veterans? Certainly not. But, increasing personal awareness of veterans’ potential mindsets and whatever antecedents or current challenges may be affecting them is vital to ensuring a productive, constructive, and rewarding learning environment.

Instructors’ Role

One expectation of every graduate student is that they will, while completing their courses, grow either professionally, personally, or possibly even spiritually. And this type of growth is not only reliably enabled by instructors, this form of growth should be considered an antidote or balm for the stressors that often affect veterans after their time in uniform. Instructors play a crucial role here as the presence of these stressors, when they produce stress or anxiety, will negatively affect the chances for success for veterans in the classroom.

The thesis for the study mentioned earlier is not so much a crucial revelation but could potentially be catalytic for instructors who teach veterans. For some instructors, it may not be so much of a revelation in today’s classrooms with eclectic groups of students. During the last ten years, the Army was demonstratively aware of these findings when implementing interventionist policies toward their soldiers with an aim to destigmatize and try to proactively address any mental health issues or added stressors.

The instructor’s role when enabling veterans to thrive in the classroom is two-fold. First, they should ensure a learning environment that promotes the sharing of all their students’ views, without harsh judgment or a sense of dismissiveness even if they, at times, might be based on conjecture or testimonials that prove immaterial to the intended subject matter.

Views from students often are put forth during discussion posts which are now a mainstay of online graduate courses. Citing anecdotally from graduate courses I have been a part of as a veteran, student, and an instructor, in this particular forum student veterans may come across as blunt, boastful, dismissive, or appear histrionic. Secondly, instructors play a crucial role here; and may need to intervene as a referee of sorts, ensuring views are contextualized. Their feedback, however, should be sensitive toward a veteran’s hope to feel socially engaged and integrated with others in their classroom.

Characterizing Veterans

Aiming for a conclusive or concise way to characterize veterans can be a slippery slope. Luckily, research on that topic has grown in reach and depth every year. Instructors may rely on their own experiences when characterizing veterans. There are studies that caution about applying a typical stereotype associated with veterans. This misstep may involve veterans being considered as coming across as too intense, rigid, and having a constant need for structure and order, as well as belonging. Consider that while serving, veterans were in constant competition with their fellow veterans. Often it is the case that each veteran was eligible to be considered amongst their peers and colleagues for a quarterly award, an annual award, and then an award or decoration (such as a “meritorious service medal”) when they prepared to move on to another position or assignment.

While many studies suggest there are certain demonstrated behaviors, themes, or trends which may characterize a typical veteran when transitioning into civilian life, no veteran should be considered typical. Each member of academia can certainly put forth their own estimation of what particular set of characteristics may set a student veteran apart from their peers. They should consider that veterans come from all social strata, from disparate backgrounds, and have unique sets of military experiences from which they draw their own set of expectations.

In Summary

Outside of the published journal articles and related studies dedicated to this topic, characterizing veterans based on anecdotal evidence should be considered cautiously or even viewed as a strident effort. Rather, those in academia striving to be mindful of what characterizations typically accompany a veteran joining the classroom should strive to have a state of awareness that reflexively draws from an ability to be patient, encouraging, empathetic, flexible, nimble, and agile. As a stakeholder in their students’ success, whatever their pedagogical role may be, this approach will ensure that a verdant and rewarding learning environment is in place for all involved.

Do you find that veterans are too often put in a box or painted with certain prejudices? Should they be more “under the radar” about how their service in uniform has shaped their character? Would attempts to better contextualize their military experiences be more appreciated in the classroom environment?

Article Topics

Military Friendly Institutions Research on Student Veterans Serving Military in HigherEd Veterans Academic Success Workplace Inclusion

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