Student veterans strengthen campus communities. Their military experience brings commitment, integrity and a strong sense of responsibility. Research shows their college-completion rates align with the national average and exceed those of other adult learners.

Veterans tend to thrive in an environment that supports three core needs:

• purpose – motivation to reach their goals
• social well-being – supportive relationships and community
• financial well-being – stability and informed financial decisions

Yet today’s student veterans often differ from the stereotypes held by many faculty, administrators and peers. For example, the assumption that all veterans experience Post Traumatic Stress Disorder is inaccurate. Not all services members see active combat, which can lead some to question the “authenticity” of their service or experience ambivalence about identifying as a veteran. These dynamics can contribute to imposter syndrome, even when veterans have strong evidence of their accomplishments.

Because of this, creating a strong sense of belonging is essential. Intentional training in military-cultural awareness helps faculty and staff understand veterans’ diverse experiences, reduces misconceptions, and fosters a culture where veterans are respected and supported. Without this awareness, institutions may unintentionally reinforce harmful assumptions or overlook the strengths veterans contribute to academic life.

Understanding the needs of student veterans

Veteran students are often older than traditional college students and share needs similar to other adult learners. For example, they may require housing that accommodates spouses or children — resources not always available at predominantly undergraduate institutions. Even when veterans feel drawn to a specific college or university, a lack of appropriate support for their families can deter enrollment.

Community also plays a major role. Many veterans seek:

• Dedicated admissions staff familiar with military benefits
• A campus veterans center
• Peer mentorship or support programs

The availability of these resources, and how clearly institutions communicate them, significantly impacts veteran enrollment decisions. First-hand accounts and student profiles illustrate how veterans evaluate institutions and what factors influence their educational choices.

Review this decision map to better understand what veterans consider when choosing a college.

Download the decision map

This work is licensed under a Creative Commons Attribution/NonCommercial 4.0 International License. To view a copy of the license, please see http://creativecommons.org/licenses/by-nc/4.0/. 

Best practices

1. Structure admissions and financial support intentionally

• Identify veteran students during admissions and enrollment.
• Implement priority registration to accommodate their unique needs.
• Train dedicated admissions, advising and financial aid staff to work with veterans.
• Enforce a military-leave policy that allows for seamless re-enrollment after deployment.
• Offer a structured orientation tailored to student.
• Understand and recognize credits accumulated ; most veterans enroll as transfer students.
• Maintain proactive communication throughout the enrollment process.

2. Understand the military-to-civilian experience

• Learn the transition process veterans navigate when leaving the military.
• Understand the resources provided to service members during this transition.
• Acknowledge differences across branches, roles and service types.
• Provide military-cultural competency training to faculty and staff
• Offer a transition-focused course to support adjustment into college life

3. Establish veteran resource centers and student spaces

• Provide a dedicated Veteran Resource Center.
• Designate a lounge or gathering space to foster community.
• Implement peer mentor or military peer-support programs.
• Support and promote a Student Veteran Organization for leadership and engagement.
• Integrate veteran groups into campus-wide initiatives.

4. Gather more data to improve services

• Explore what student veterans prioritize when selecting a college.
• Evaluate which campus programs most effectively support student veteran success.
• Examine how veteran students use financial aid and community resources.
• Assess career-readiness and post-graduation support.
• Implement an early-alert system to identify students who may need additional help

Moving forward

Institutions seeking to increase veteran enrollment must proactively adapt their admissions structures, align support services to meet veterans’ unique needs, and develop targeted outreach that recognizes the value veterans bring to campus. Building relationships with on-base education coordinators can ensure veterans are aware of available opportunities. Veterans are not only a distinct and deserving population; they also overlap with many institutional priority groups, including students of color, first-generation students and adult learners.

By addressing structural barriers, enhancing communication and increasing targeted support, colleges can foster environments where veterans do more than enroll – they thrive. In doing so, campuses are enriched by the leadership, experience and diverse perspectives veterans contribute.

Further reading:

• https://assets.system.tamus.edu/files/veterans/pdf/vso-bestpractices.pdf
• https://kctcs.edu/education-training/military-veterans/Serving_Our_Student_Veterans-FacGuideFinal.pdf

Kyle Fontaine, MBA, MSc, BSc, BEd, Co-Author
Kyle is the education program manager for the Illinois Campus Cares Technical Assistance Center and the Illinois Behavioral Health Workforce Center at SIU School of Medicine. Before stepping into this role, Kyle was a high school teacher supporting young adults who thrived in nontraditional learning environments. His passion for creating inclusive, supportive spaces carries into his current work. As a certified Mental Health First Aid Instructor, Kyle partners with colleagues to break down the stigma around behavioral health, empowering others to listen, offer support and respond confidently when someone is struggling.

Anita Sego, PhD, Co-Author

Anita Sego is the director of the Illinois Campus Cares Technical Assistance Center at SIU School of Medicine and a Master Certified Health Education Specialist (MCHES). She specializes in public health program development and research, focusing on juvenile justice, addiction studies, and faculty development, with a strong background in working with diverse populations.

Sego holds a PhD in Health Education from Southern Illinois University, a Master’s in Health Program and Facility Administration from Indiana State University, and a BS in Health Studies from Eastern Illinois University. Her expertise spans instructional design, grant administration, and leadership in health organizations, earning her numerous awards for teaching, diversity and community service.