Readjustment of Urban Veterans: A Mental Health and Substance Use Profile of Iraq and Afghanistan Veterans in Higher Education

Abstract

Objective To identify the prevalence of substance use and mental health problems among veterans and student service members/veterans (SSM/V) returning from Iraq and Afghanistan to New York City’s low-income neighborhoods. Participants A sample of 122 veterans attending college and 116 veterans not enrolled recruited using respondent driven sampling. Methods Logistic regression analysis of variation in characteristics of those veterans attending college; linear regression examining effects of college attendance on life satisfaction. Results Having a traumatic brain injury or disability was positively associated with college attendance. Being married, employed, or in college was predictive of overall life satisfaction. SSM/V were significantly less likely to screen positive for depression or drug use disorder. African American veterans were significantly less likely to attend college than White or Hispanic veterans. Conclusion Substance use and some mental health disorders do not preclude inner-city veterans from entering higher education. This study contributes to the sparse literature on African American veterans and SSM/V.

African American Veterans Career Transition Using the Transition Goals, Plans, Success (GPS) Program as a Model for Success

“…Overall, as noted by Aikins et al (2015), African American veterans face greater challenges reintegrating into society and the workforce because of a lack of training and higher education and failure to take part in vocational services programs. Although the New Post-9/11 GI Bill has presented more benefits and opportunities for veterans to receive an education after their transition from the military, African American veterans continue to fail to use their benefits as compared to other veterans (Keillor, 2009).…”

“…Furthermore, African American veterans' failure to seek higher education and use their benefits may result from their lack of knowledge about VA education programs and his or her mental status which interferes with performance in higher education settings (U.S. Department of Veterans Affairs, 2017). According to Aikins et al (2015), African American veterans are underrepresented in American higher education and adversely impact the national economic health because of the costs associated with their care. Furthermore, an adverse impact on social equity is also altered for African American veterans.…”

“…In this study, the problem addressed was African American veterans facing numerous barriers transitioning from the military to civilian life and employment. Additionally, these veterans are not receptive to nor are taking advantage of higher education and/or using the benefits they have earned (Aikins, Golub, & Bennett, 2015;Keillor, 2009). These veterans also have difficulty translating their military skills into a civilian job match.…”

Promoting a Veteran‐Friendly Learning Environment

“…Within institutions of higher education, transitional challenges can include navigation of the governmental and institutional bureaucracies, for example, understanding and application of benefits and support systems; feelings of being overwhelmed and dismayed if not provided mechanisms of support as a result of assimilation (Bonar & Domenici, 2011; Brown & Gross, 2011); social, cognitive, physical, and psychological readjustment challenges when transitioning to college environments (Aikins, Golub, & Bennett, 2015); addressing personal family issues (Johnson et al., 2014); feeling apathetic concerning their future outlook (Pew Research, 2011); lack of patience for ignorant questions related to serving in the military (Doe & Doe, 2010; Rumann & Hamrick, 2009; Sander, 2013; The Institute for Learning Technology 2011); testing and accommodations related to “attention and concentration difficulty, information processing challenges, learning and memory deficits, sluggish or abstract thinking, and slowed executive functions (problem solving, planning, insight, awareness, sequencing” (Connelly, 2012, p. 15); and academic to career transition (Minnis, 2014), and identity issues related to “removal of the forced military identity” as they “struggle to re‐assume roles as civilians” (Baechtold & De Sawal, 2009, p. 40).…”

The Role of Disability Services in Student Veterans’ Private School Choice

“…Veterans may struggle with tinnitus or hearing loss, making listening to classroom lectures and participating in discussions more problematic (Young, 2017). Furthermore, Aikins, Golub, and Bennett (2015) found that many student veterans had a Traumatic Brain Injury (TBI). A TBI may negatively impact attention, cognition, memory, and be accompanied with other physical or mental symptoms (Defense and Veterans Brain Injury Center, 2016).…”