Perceptions of Military-Affiliated Students of a Campus-Based Veteran Center
Implications for Trauma-Informed Social Work
DOI:
https://doi.org/10.18060/29250Keywords:
Trauma, trauma-informed care, Military Social Work, Student Veterans, military-affiliated students, case studyAbstract
This case study examines the experiences of military-affiliated students—including veterans, National Guard, veteran alumni, and military-connected family members—at a university located in the western U.S., drawing on 61 semi-structured interviews conducted from a trauma-informed perspective. The study examines perceptions of institutional support, challenges, and recommendations related to the university’s veteran center. Qualitative analyses revealed that participants overwhelmingly viewed the Veteran and Military Center (VMC) on campus as a vital source of academic, social, and emotional support. Staff empathy, help with U.S. Department of Veterans Affairs (VA) benefits, and community-building were widely recognized. Challenges included age and cultural gaps, limited visibility, inadequate space and staffing, and uneven access to mental health services. Key recommendations from the study include expanding the VMC’s space and personnel, adding full-time licensed clinical social workers, and providing military cultural competency training for non-veteran students, faculty, and staff. Enhanced outreach, peer mentorship, and military-specific orientations were also suggested to improve support. Strengthening trauma-informed, culturally responsive supports can better facilitate military-affiliated students’ transitions into higher education and civilian life.
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