Best practices in serving college student Veterans: A scoping review

Abstract

Introduction: Student Veterans are enrolling in college at increasingly rapid rates after separating from the military. Institutions of higher education are urged to evaluate and redesign programs targeted to support Veterans' unique attributes, because they differ from civilian students in many aspects. The aim of the current scoping review is to provide a comprehensive examination of the existing literature regarding best practices in serving U.S. student Veterans in higher education and to provide suggestions for the implementation, assessment, and institutionalization of best practices. Methods : The methodology for the current scoping review, based on the framework by Arksey and O'Malley, included a structured and iterative design to allow accuracy and replication of the review process. The authors conducted a scoping review of existing scholarly and grey literature on programs provided by U.S. colleges and universities to support student Veterans and enhance their retention, persistence, and success in higher education. Results: The current study addresses three specific areas: the extent to which U.S. colleges and universities are providing targeted support for their student Veteran population, the types of programs and services that colleges and universities are providing to students who have served in the U.S. military, and the current data that exist regarding the effectiveness of the programs and services offered by colleges and universities. Discussion: Current findings of existing programs and services are examined and categorized under the 8 Keys to Veterans' Success. Suggested implications and future directions, as they relate to best practices for student Veteran programming in higher education, are discussed.

Unlearning As Learning? A Critical Analysis of Student Veteran Support at a Veteran-Friendly Campus

“…This study suggests that it is not only student veterans who need cultural competency training entering higher education; faculty and staff also need professional development opportunities to better understand student veterans' experiences and challenges in academia (Dillard & Yu, 2018;Kastle et al, 2019;Klaw et al, 2021). Shifting the onus of accountability for student veterans' academic success from their shoulders to the institution itself (e.g., faculty and staff) is an essential step to create a truly veteran-friendly campus (Phillips & Lincoln, 2017).…”

The Well-Being of Student Veterans: A Feasibility Study Using the Well-Being Inventory in the Academic Setting

“…As suggested by the literature, a comprehensive approach to SVs across the academic enterprise would be most supportive of this population (Eakman et al, 2019;Klaw et al, 2021;Rattray et al, 2019). This support would include developing a campus-wide culture that promotes SV well-being, dedicated spaces for social support, central coordination of Veteran services, and faculty and staff awareness to meet the challenges and issues unique to SVs.…”

Student Veterans’ Social Justice Identity and Perceptions of Suicide Prevention

“…Many veteran-specific resources that are not limited to suicide prevention are currently available to student veterans (Klaw et al, 2021). For example, veteran transitional programs known as the Veterans Integration to Academic Leadership (VITAL; US Department of Veterans Affairs, 2020b), VetSuccess on Campus programs (US Department of Veterans Affairs, 2022), and student veteran organizations and groups known as the Student Veterans of America (SVA).…”

“…Currently, empirical research on the effectiveness of these student veteran programs is scarce. However, reviews of best practices in serving student veterans' needs include the use of student organizations and peer supports (Klaw et al, 2021).…”