Invisible Disabilities, Stigma, and Student Veterans: Contextualizing the Transition to Higher Education

Abstract

As military veterans transition back into civilian life, the transition process is often filled with challenges. Some veterans leave military service having developed a service-related disability such as post-traumatic stress disorder (PTSD), anxiety, or depression. These invisible disabilities can further complicate the transition from military to civilian life. As military veterans with invisible disabilities begin the transition back into society, many enroll in college to retrain or start new careers. While many military veterans experience difficulties transitioning into civilian life, their invisible disabilities, and the often stigmatization that comes with such disabilities, can make integrating into college as a student a uniquely challenging transition in their new lives.

Student-Veterans’ Perceptions of Barriers, Support, and Environment at a High-Density Veteran Enrollment Campus

“…Most of the respondents (n=239) provided a response. Themes from the responses further evidenced findings from research on Post-9/11 veterans (Naphan & Elliot, 2015;Flink 2017;Kato et al, 2016;Smith & True 2014). Table 5 includes themes which emerged from the analysis of responses.…”

“…"…Listening to left-wing propaganda and failing to understand military sacrifices…" "…Lack of cultural diversity…" Most of the emergent themes from the list of responses have been identified in previous research on student veterans (Naphan & Elliot 2015;Flink 2017;Kato et al, 2016;Smith & True 2014). Important here is the extent to which student veterans feel disconnected from civilians in a military community and on a campus with multiple efforts existing to support student veteran transitions.…”

Unique Needs and Challenges of Women Veteran Students with Disabilities: Conceptualizing Identity in Higher Education

“…Some interview notes were double coded for female experience and disability influence because, though only one participant openly disclosed military sexual trauma, much of the discussion of anxiety and behavior modifications to address anxiety were intertwined with discussion about female vulnerability. Schlossberg's (1981) Transition model is frequently used as a theoretical framework to analyze a student veteran's transition from active duty military to civilian student (Flink, 2017;Jenner, 2017;Pellegrino & Hoggan, 2015). Its analytical value lies in the fact that Schlossberg does not explore transition only in terms of age and life stage, but transitions triggered by events, and four contributing factors to transition (situation, self, supports, and strategies).…”

Supporting Military Veterans in Australian Higher Education

“…Research from the US also shows that such challenges are relatively common (e.g. Elliott, Gonzalez, & Larsen, 2011;Flink, 2017;Jenner, 2017;Kranke, Weiss, & Brown, 2017).…”

“…Research from the US shows that student veterans develop a range of skills through military experience and training that prove useful in higher education, including discipline, leadership, organization, and persistence (Blackwell-Starnes, 2018;Lechuga & Woodruff, 2016;Lim, Interiano, Tkacik, & Hewitt, 2016;Olsen, Badger, & McCuddy, 2014). Additionally, US research shows that student veterans who transition to higher education often experience a unique combination of challenges, which can include: financial stress; extensive family and work obligations; relatively high rates of disability and mental health issues; difficulties associated with an extended gap in engagement with the education system; a cultural clash between military and university life; issues with self-identify; isolation and invisibility on campus; difficulties connecting to (often younger) civilian student peers; feelings of not belonging on campus or in the classroom; stigma and a lack of institutional understanding or appreciation of military experience (American Council for Education, 2015; Barry, Whiteman, & MacDermid Wadsworth, 2014;Blackwell-Starnes, 2018;Durdella & Kim, 2012;Elliot, Gonzalez, & Larsen, 2011;Elnitsky, Blevins, Findlaw, Alverio, & Weise 2018;Flink, 2017;Jenner, 2017;Kranke, Weiss, & Brown, 2017;Lechuga & Woodruff, 2016;Olsen, Badger, & McCuddy, 2014;Petri, Jenson, Day, & Gotto, 2016).…”