Many veterans choose to delay or interrupt college in favor of military service, so they often begin their degrees at 25 years old or older, or they may be picking up courses again after a time away from school.

Because of veterans’ age, principles of andragogy (teaching adult learners) apply. For example, student veterans are more likely to be self-directed, have a reservoir of experiences that they can leverage to enrich their learning, possess intrinsic motivation, and are focused on immediately applying what they’re learning to their lives and careers. Military experience in particular has likely instilled in student veterans a high sense of discipline, purpose, and work ethic, and they bring a rich perspective to education due to their global experience, leadership skills, discipline, focus, and ability to work under pressure (Conference on College Composition and Communication [CCCC], 2015; Maryland Veterans Resilience Initiative [MVRI], 2014).

Veterans tend to be older than traditional college students and bring a high level of focus, discipline, and real-world experience to their studies.

However, being more experienced can also have its drawbacks. For example, student veterans may become frustrated if they see their cohorts speaking or acting in a way that they find naïve, disrespectful, or lazy because such behaviors are not acceptable in regimented military life (Kreuter, 2012). You may need to be prepared to help veterans understand that some students have different academic standards or work ethics than they do, particularly if they do group work with nonveteran students (MVRI, 2014).

Because of some of the demographic differences discussed in the previous section, veterans may have trouble adjusting to the life of a college student after serving in the military (St. Louis Post-Dispatch, n.d.). Military service typically involves a high sense of camaraderie, structure, and purpose that civilian life doesn’t always afford, and veterans can sometimes struggle to adjust (MVRI, 2014). Although some of these needs are beyond the scope of an online instructor or even an institution as a whole, you should be aware that veterans may be especially impacted by the typical struggles with isolation with which all online students must contend.

A 2011 study by Rudd, Goulding, and Bryan found that 24 percent of student veterans surveyed suffered from severe depression, 35 percent from severe anxiety, and 36 percent from symptoms of post-traumatic stress disorder, and 46 percent from suicidal thoughts (as cited in Bart, 2012). In addition, even if your student isn’t suffering from a physical or mental trauma, he or she may have friends who have been injured or even killed (MVRI, 2014).

Student veterans may never disclose their mental, physical, or emotional struggles to you. In fact, some of their struggles may not yet be diagnosed (MVRI, 2014). However, as you normally would, make sure to include a note in the syllabus telling students to contact you and your institution’s disability services office if they think they may need to make special accommodations to successfully complete course materials.

At the start of a course, instructors can create activities or surveys that invite veterans to identify themselves, helping the instructor understand their backgrounds early on.

Referring students to campus veteran services, tutoring, and disability offices can provide essential support for veterans navigating academic challenges.

Instructors should tread carefully in discussions about military service, allowing veterans to share experiences voluntarily while avoiding invasive or inappropriate questions.

Detailed rubrics, explicit instructions, and clear expectations can help veterans, accustomed to military order, feel more comfortable and confident in meeting course requirements.

Veterans often excel in group settings due to their training in teamwork and leadership. Structuring group projects with clear objectives and defined roles can harness these strengths effectively.

When discussing political or military issues, maintaining objectivity and respect is crucial, as veterans may have strong personal connections to these topics.