Transitioning between institutions: Social (re)location and positionality in student Veteran health and well-being

Abstract: Military service reduces barriers to access higher education through its GI Bill. However, the process of transitioning from the military to the civilian world and higher education involves traversing social institutions. Drawing on the experiences of 23 student veterans transitioning from one institution, the military, to another, higher education, we illustrate differences in values of structure, belonging and togetherness, and confidence in the military and in civilian society. During this transition, student veterans experienced feeling out of place, lacked meaning and purpose, and experienced fear, guilt, and anxiety. The implications of these findings for student veteran reintegration through higher education suggest ways to facilitate the transition between institutions by focusing on ways to reduce emotional and psychological stress and increase life purpose and meaning. IMPLICATIONS: As service members exit the military and enter civilian life, they need support services, resources, and purpose. Collaborations between the Department of Defense and systems of higher education are needed to facilitate the transition from the military to higher education, and to support student veterans as they develop new life purpose and meaning within civilian contexts. Designated staff members serving as points of contact are needed to help student veterans navigate military-related benefits, classroom norms and expectations, and life stressors. For colleges in rural communities with limited healthcare infrastructure, the telemedicine model framework may be ideal to connect student veterans with needed mental healthcare services. Social media statement: Leaving the military and becoming a student involves existing one social institution and entering a new one. This can be stressful for student veterans who may experience emotional and psychological distress during this transition.