Student Veterans at Two-Year Institutions: A Phenomenological Study of Support Services

This qualitative study explored the lived experiences of student veterans with support services at two-year higher education institutions. Using a phenomenological design, it provided space for student veterans to share their stories. Grounded in Astin’s (1984) theory of student involvement, the study focused on in-depth interviews with six student veterans. The transcribed interviews were analyzed based on Moustakas’ (1994) transcendental phenomenological model and Creswell’s (2013) phenomenological method. The findings aligned with the theoretical framework and contributed to the literature on student veterans in higher education. Using analytic induction analysis, six key themes emerged: early preparation and planning for college, awareness and utilization of academic tutoring, peer connections with fellow veterans, understaffing of campus military-affiliated offices, awareness and utilization of disability and mental health services, and awareness and utilization of career services. These findings reinforce Astin’s framework by underscoring the role of student engagement, institutional support, and meaningful involvement in promoting student success. The study offers key implications for institutional practice, which centers on institutions investing in early transition planning, providing veteran-informed faculty training, and fostering peer networks among student veterans.