Wounded Warriors and Their Transition to the Community College Classroom

Many postsecondary institutions face challenges when veterans with posttraumatic stress disorder (PTSD) or traumatic brain injury (TBI) enroll in college and become student-veterans. Staff and faculty may need to better understand how to accommodate these student-veterans as they transition from military to student life. The purpose of this study was to explore the perspectives of 3 groups at a Texas community college regarding classroom accommodations for student-veterans with PTSD or TBI: (a) student-veterans with PTSD or TBI, (b) the faculty, and (c) the disability counselors. Schlossberg\u27s theory assessing an individual\u27s assets and abilities in transition was the conceptual framework for this study. The research questions asked about the perspectives of student-veterans with PTSD or TBI, the faculty, and the disability services staff. A case study design was used, and inclusion criteria included 5 enrolled student-veterans with a PTSD or TBI diagnosis, 5 faculty members who have taught student-veterans, and 3 Disability Resource Center (DRC) staff at the community college. Semi-structured interview questions aligned with the research questions and data were analyzed for credibility, reliability, interpretation, and themes related to classroom accommodations. Findings from the study revealed student participants felt more could be done to accommodate student-veterans. Faculty participants expressed concerns regarding a lack of training related to accommodations. DRC participants reported reluctance from some student-veterans to use accommodations. Findings contribute to positive social change by identifying gaps in practices and by aiding staff and faculty with professional development to better provide accommodations for student-veterans with PTSD or TBI