Student Veterans’ Experiences in Post-Secondary Education
from an Occupational-Based Perspective
Jenna Trinh, OTS
Bernadette Schmeltz, OTD, OTR/L, CLT
Slippery Rock University
Slippery Rock, Pennsylvania
Abstract
• Purpose: To gather evidence on the unique occupational
barriers that impact student veterans' transition to higher
education.
• Design: Systematic review.
• Method: Peer-reviewed articles were reviewed using
electronic databases (EBSCOhost, Google Scholar, and
AJOT). The search focused on articles published in 2011 or
later.
• Results: 29 studies met inclusion criteria. Analysis of
articles found 4 similar themes. Results indicate a positive
correlation between occupational therapy interventions and
postsecondary education success. Faculty education
provides support and helps ease transition for student
veterans.

PIO Questions
1. What occupational barriers impact performance in higher
education according to student veteran’s perceptions?
2. How can occupational therapists and faculty reduce
barriers student veterans face during transitioning that
impact their educational journey?

Results

Methods
• Electronic databases were searched and included: EBSCOhost, Google
Scholar, and AJOT.
• Inclusion criteria:
 Published 2011 or later
 Peer-reviewed
 Written in the English language
 Mentioned any of the following terms: veteran, college, occupational
therapy, faculty
• Exclusion criteria:
 Published before 2011
 Not peer-reviewed
 Not written in the English language
 Did not mention any of the terms from the inclusion criteria
• Full-text articles were read and analyzed by one researcher.
• Articles were synthesized and themes regarding occupational barriers
were selected.
• Of the 831 articles found from the search terms, 29 articles matched the
inclusion criteria. (Figure 1)
Additional records
identified through other
sources
(n = 0)

Records identified
through database
searching
(n = 831)

Records after duplicates
removed
(n = 431)

Figure 1

Records screened
(n = 107)

Records excluded
(n = 54)

Full-text articles assessed
for eligibility
(n = 53)

Full-text articles
excluded, with reasons
(n = 24)

Studies included in
qualitative synthesis
(n = 29)

(Borsair et al., 2017; Eakman et al., 2016; Fernandez et al., 2019; Gregg et al., 2016; Kato et al., 2016; Kinney et al., 2020; Morris et al.,
2019; Naphan & Elliot, 2015; Norman et al., 2015; Olsen et al., 2014; Plach & Sells, 2013; )

Conclusion

Introduction
• Veterans enrolling in higher education is at an increased
rate due to the Post-9/11 GI Bill.
• Student veterans make up a unique population on college
campuses and the barriers they face when transitioning to
higher education differ from those of traditional students.
• These occupational barriers often impact their success at
post-secondary institutions.
• Occupational therapists have skills to provide treatment to
address occupational barriers that individuals encounter.
• Faculty members often lack training regarding the student
veteran population.
• There exists limited research on the occupational barriers
that impact student veterans and how occupational
therapists, and faculty can play a vital role in reducing
these barriers.
(Tomar & Stoffel, 2014; Williston & Roemer, 2017)

• Barriers to occupational engagement
 Mental health
 Loss of identity
 Social connection
 Military culture vs. campus culture
• How faculty can help ease student veterans transition:
 Attending training and educational programs related to student
veterans
 Being aware of resources available to student veterans
 Providing a welcoming classroom climate
• Skilled occupational therapy services to support student veterans'
transition to higher education. Including:
 Holistic approach
 Use of standardized assessments
 Mental health treatment
 Occupation centered interventions
 Multidisciplinary approach

• Student veterans face many unique occupational barriers when
transitioning to higher education settings.
• Occupational therapists have the skills necessary to assist student
veterans’ and help them overcome many occupational barriers.
• Occupational therapists should be integrated onto college campuses
because of the benefits they can offer to student veterans.
• Faculty members contribute to the university environment and they
play an important role in creating a campus that is veteran friendly.