Redefining Student Veterans as NonTraditional Adult Learners

Abstract

This chapter re-examines the classification of student veterans as non-traditional adult learners, emphasizing the need for a more nuanced understanding of their unique experiences and challenges during the transition from military to civilian life. By applying Bronfenbrenner’s Ecological Systems Theory and Shelton’s Develecology, the chapter explores the risks of adaptation overload and transition stress, highlighting the necessity for tailored support systems. Practical strategies, including cultural competency training, veteran-specific orientation programs, and data-informed policies, are proposed to ensure a more inclusive and responsive academic environment. This approach fosters academic and personal success for veterans, empowering them as they navigate higher education.