Student Service Members/Veterans in Higher Education: A Systematic Review

Posttraumatic stress and growth in student service members and veterans: The role of personal growth initiative

“…Additionally, because of a growing need to identify specific components of social support that are important to SSM/V, exploratory analyses were conducted to examine if there were differences in components of perceived social support in relation to posttraumatic stress and growth. 6,13 Specific research hypotheses pertaining to SSM/V were: H1: PGI would be negatively correlated with levels of posttraumatic stress symptoms.…”

Student Veteran perceptions of facilitators and barriers to achieving academic goals

“…Although definitive information about the number of student Veterans who complete their degree program is not yet known, a number of qualitative and quantitative studies show that many student Veterans are facing extensive challenges in working toward their academic goals [11]. Challenges that have emerged include issues associated with being nontraditional students (e.g., significant age differences from peers), mental (e.g., posttraumatic stress disorder [PTSD], traumatic brain injury [TBI]) [12][13][14][15] and physical health problems [15][16] and perceived institution-policy inefficiencies in the implementation of the GI Bill's provisions (e.g., faculty and staff who are unfamiliar with military or Veteran culture) [17][18][19][20][21].…”

The Veteran Student Experience and the Academic Librarian

“…of Veterans Affairs). Because of the generosity of the new bill, institutions of higher education can expect increasing numbers of the over two million veterans who have served in the Afghanistan and Iraqi conflicts to arrive on college campuses (Barry, Whiteman, & Wadsworth, 2014). As members of the academic community, librarians need to be aware of the challenges of veteran students in order to support the students in the library and in the classroom.…”

“…Though there is a rapid increase in the number of student veterans there has not been a corresponding increase in the understanding of the issues of this group of students as compared to other subgroups such as athletes, nontraditional students, gay and lesbian students, or those in fraternities and sororities (Barry et al, 2014). In her master's thesis Anderson (2012) points out that the research which has been conducted about the current generation of veteran students does not include the "veteran's social and institutional biography and the qualities of higher education institutions that most impact their transition experience" (p. 8).…”