10 Things Instructors Need to Know about Student-Veterans

Showing that you care can make or break the climate in your classroom. When they are motivated, student-veterans can be an asset to you. They can easily take on leadership roles, facilitate class discussions and meet deadlines effectively, but it’s up to you to set the tone. Knowing the rules of engagement can help you and your students succeed.

1. Many are entering college with established lives, responsibilities, and family obligations. Be flexible with your due dates and deadlines. What difference does it make in the final product if you give a veteran an extra two days because he is closing on a mortgage and moving into a new house? Not a whole lot on your end, but to the veteran it can make a huge difference not only in the quality of the completed assignment, but in his/her commitment to future assignments and to your class.
2. Student-veterans are trained, experienced professionals. Veterans are attending college because they want a new career, not because they missed the opportunity when they were young. Most veterans want to work in a career related to the skills they learned in the military. Their financial situation with post-military benefits may leave them less dependent on a steady salary, so they have a wider range of choices than traditional students.
3. They may be dealing with disabilities you can’t see. Many of us connect Post-traumatic Stress Injuries (PTSI) or Traumatic Brain Injuries (TBI) with combat veterans, but it’s not only combat that causes them. Training by itself can cause these and many other disabilities, resulting in memory issues, attention deficits, and emotional imbalances. Veterans don’t usually seek a 504 plan or academic accommodation for their disabilities, preferring at times to hide them. Your sensitivity to these issues is crucial to their success. Reminder emails a few days before something is due can really help keep them on track.
4. They are used to a structured environment. Because service members have been trained on a strict schedule, to follow orders precisely and to view themselves as an integral part of a group, self-regulating is something they may need to learn. Therefore, plan clear, concise, and straightforward instructions for your assignments, and try to avoid anything too open-ended. If you can release coursework and associated class materials in advance, do it; many vets need extra time and exposure to process the instructions, and to know how each part they create fits into a bigger picture. Tell them why you are asking them to do each task so they can approach it in its proper context.
5. Being on time means being 15 minutes early. Classes at the university level are sometimes scheduled 10 minutes apart in the same room, and instructors typically arrive five minutes or so before class is scheduled to start. Finding a student or two already in the room can be a surprise, but veterans like to get to class early so they can choose a seat where they feel comfortable (usually in the back, or where they can view the door clearly). They also like to check their assignments just before class starts so they can ask questions privately.
6. They may not know about programs and services available to them at school. You’ll find out about these things through your mandatory training, but keep yourself updated, and don’t be afraid to initiate a one-on-one conversation so you can make suggestions to veterans when you think a service or program might be helpful. Don’t assume that because they are veterans that they already know about these things.
7. They face many negative stereotypes. Let’s face it, there has been some very heated rhetoric surrounding war and combat lately. Other students and instructors who are anti-war may conflate that opinion with being anti-military. Veterans are wary of politically charged conversations. Many aren’t afraid to stand up for their beliefs against other students, whom they consider peers—but they are reluctant to correct or confront a professor as the authority in the classroom. Make it easier on yourself to eschew political discussions altogether when they don’t relate directly to the course materials, but if you can’t, at least consider proceeding sensibly when sharing your political opinion. It’s up to you to diffuse tense situations in your classroom. Don’t be afraid to redirect a conversation that becomes heated.
8. They function better in a cohort. Multiple studies show, and many veterans agree, that post-military students do better in classes if they are studying with a group of people who share common experiences, skill bases, and vocabulary. Military training includes “having your brother’s back,” and “leave no one behind.” These are tenets that can make the entire group perform way above your expectations. Consider theming one of your course sections for a veteran-centric cohort.
9. Statistically, veterans are almost twice as likely as civilians to commit suicide. If they are not thinking about suicide, veterans know or are supporting someone who is. It may be hard to broach the subject, but if you are concerned that a student-veteran may be considering suicide, check in with them and see how they’re doing. As a mandatory reporter, you should follow up on any concern, even if it’s minor. Trust your gut—if you think you need to intervene, you should. It’s better to deal with a false alarm than to ignore a real one.
10. Don’t assume that if they don’t ask for help on assignments, they are doing fine. Many vets have grants, scholarships, VA benefits, and Vocational Rehab funding that depend on successful completion of all their classes, and they may be having a hard time finding a balance with time management and motivation. Sometimes an office visit can help, so don’t wait for vets to ask for an appointment; propose some open times and ask which one works best for them.

College for veterans means the “perfect storm” of paperwork, funds, availability, scheduling, time, and effort. Unlike incoming traditional students, it’s not as simple as filling out a FAFSA and enrolling in classes—it’s a coordination between the veteran, the VA, the university, and third-party service organizations and other groups. As the instructor, you are the last link in the chain between student-veterans and their courses, so you are the last line of defense against their failure.