Factors distinguishing veterans participating in supported education services from veterans on campus: Evidence supporting modifiable intervention targets.

Abstract

The purpose of this study was to identify specific and modifiable supported education (SEd) service needs for the veteran population. To do so, we compared veterans participating in SEd services to other veterans on campus with respect to service-related challenges, community reintegration, and academic-related challenges. Identifying independent factors that distinguish veterans receiving SEd services from other veterans on campus may help operationalize interventions that target the unique challenges in this vulnerable population. Method: This study used an exploratory cross-sectional design. We used logistic regression on 410 veterans attending college. Models tested whether sociodemographic characteristics (e.g., age), service-related challenges (e.g., combat exposure), academic-related challenges (e.g., academic self-efficacy), and aspects of community reintegration (e.g., employment status) distinguished veterans receiving SEd services (n ϭ 94) from veterans on campus (n ϭ 316). Results: Veterans who reported (a) more severe combat exposure, (b) more severe posttraumatic stress disorder (PTSD) symptoms, (c) service-related mild traumatic brain injury (mTBI), (d) lower levels of academic self-efficacy, and (e) no paid employment were more likely to participate in SEd services. Conclusions and Implications for Practice: This study established several factors that distinguished veterans receiving SEd services from veterans on campus. Findings indicate that SEd education services for veterans should: (a) apply principles of trauma-informed care, (b) mitigate the influence of PTSD and/or mTBI upon academic success and community reintegration, (c) promote academic self-efficacy, and (d) integrate principles of supported employment. Impact and ImplicationsThis study found that veterans receiving supported education services reported greater service-related challenges (more severe combat exposure, greater symptoms of PTSD, and a higher likelihood of service-related mild traumatic brain injury) and lower academic self-efficacy, and were less likely to be employed. These findings can help operationalize interventions that target the unique challenges among the veteran population.

Discovering Listed PTSD Support on Campus in Higher Education: A Web Survey of Traditional Academic Institutions Home Pages

“…Institutions can plan and prepare to meet the unique needs of student veterans. Such coordination would be welcome as an available resource, supported by the existing literature of Falkey (2016), Kinney et al (2020), and Kirchner & Biniecki (2019).…”

“…Posting the availability of programs that offer PTSD support can be a marketing tactic to attract veterans to enroll in an institution. Having access to a VA office or representative is one step in ensuring academic success by facilitating access to mental health treatment and PTSD-support services (Kinney et al, 2020;Kirchner & Biniecki, 2019). Coordinating support services received on campus with support received off campus, specifically the VA, provides effective mental health support services to the student veteran with PTSD.…”

“…Many Post-9/11 veterans experienced PTSD during their military service. SEd interventions have been specified based on the needs of the student veteran, educators must advance their understanding of the needs of student veterans with PTSD seeking SEd services, such as support for PTSD (Kinney et al, 2020).…”

Assessing Student Veterans’ Academic Outcomes and Well-Being: A Scoping Review

“…Kinney et al (2019) accompanied the general life meaning measure with a specific measure of how often student veterans completed activities they found meaningful using the Engagement in Meaningful Activities Survey (Eakman, 2012). Both and Kinney et al (2020) assessed meaningful activity using this measure, but in these two studies, a general life meaning measure was not included. Two studies measured quality of life but using different scales.…”

“…The College Self Efficacy Inventory (Solberg et al, 1993) has particularly strong internal consistency, convergent validity, and discriminant validity (Wernersbach et al, 2014). Academic self-efficacy is associated with student veterans' well-being (Kinney et al, 2020) and should be included when identifying factors that may affect the relationship between academic outcomes and well-being. Academic self-concept assesses how students regard their academic achievement.…”