The large-scale war unleashed by the Russian Federation against Ukraine has led to an unprecedented increase in the number of military personnel who have seen combat and require comprehensive reintegration into civilian life. According to forecasts, the number of people who will need social adaptation could rise to 4 million, including their family members (Adaptation of War Veterans to Peaceful Life, 2023). One of the key aspects of reintegration is returning to higher education or acquiring a new specialty. However, the path to academic success for veteran students is fraught with unique challenges that distinguish them from the traditional student population, requiring the education system to rethink and adapt.
In this context, the experience of the United States, where programs to support veterans in higher education have been developing for decades, becomes a valuable source of knowledge and practical solutions. The materials accumulated by American researchers allow us to identify typical problems faced by veterans, as well as effective strategies that contribute to their successful adaptation. When transitioning to higher education, veterans leave a highly structured environment that emphasizes discipline, obedience, and teamwork. This transition is often accompanied by a combination of excitement and uncertainty as veterans adapt to a world with different expectations and challenges. Despite the discipline, leadership skills, and resilience they developed during their service, they often face difficulties in finding new meaning in life and establishing social connections outside of the military context. While daily life in the military is governed by clear expectations, civilian life is often associated with uncertainty and independence. This transformation requires veterans to rethink their identity and navigate unfamiliar social and academic environments, as well as independently manage their schedules and make decisions (Blaauw-Hara, 2017; McKinney, 2025). It is important to note that while the principles of support are universal, their application in the Ukrainian context requires careful adaptation, given the duration and intensity of the fighting, as well as the national mentality and socio-economic conditions.
This article aims to provide a comprehensive analysis. First, it will conduct a critical review of international literature, mainly American studies, with a focus on the needs and problems of student veterans. Second, it will present the results of the author's empirical research conducted in Ukraine among veteran students and teachers as part of the project “Veteran Support and Adaptation Training for Educators”, implemented in cooperation with the Veterans Development Center of Lviv Polytechnic National University and the public organization “INTEGRAL EDUCATION” under the patronage of the US Embassy in Ukraine (2024–2025).
Particular attention will be paid to comparing two groups of teachers – those who have had experience interacting with veterans and those who have not – in order to identify key differences in their perceptions and approaches. Finally, based on a comparative analysis of international and domestic data, specific, context-adapted recommendations will be formulated for improving the higher education system in Ukraine, taking into account the realities of martial law.
To gain a deep understanding of the Ukrainian context and compare it with international experience, a comprehensive empirical study was conducted at the Veteran Development Center of Lviv Polytechnic National University. The study included a quantitative survey of student veterans and two qualitative focus groups with teachers.
The quantitative survey was conducted among student veterans and their family members who are studying/studied full-time at Lviv Polytechnic National University between 2017 and 2024. The training took place in a face-to-face format under educational programs of varying duration: from 3 months to a full bachelor's or master's degree. The total number was 232 people. To ensure a margin of error of 5%, a sample of 145 people was required. As of December 20, 2024, 131 complete responses were received, representing 88% of the planned sample, ensuring the statistical significance of the results. The survey was conducted online via Google Forms during November-December 2024. The link to the questionnaire was distributed anonymously via email and social networks. The main objective of this stage of the study was to systematically study the learning experience of veteran students in higher education institutions, identify key needs, problems, and difficulties that arise in the process of their adaptation to the educational environment, and determine potential ways to solve these problems.
Qualitative research was conducted in the format of two focus groups with teachers from Lviv Polytechnic National University. The aim of the research was to identify key challenges and opportunities in the work of teachers with veteran students, as well as to collect ideas for improving the educational process and interaction in higher education institutions.
Focus group - 1 with teachers who had experience interacting with veteran students was held on December 6, 2024, and brought together 7 teachers of various specialties who had direct experience working with veterans, in particular through participation in the Ukraine-Norway project (Lviv Polytechnic, n.d.). Focus group - 2 with teachers without experience of interacting with veteran students was held on December 13, 2024, and included eight teachers from various disciplines who, at the time of the study, had no direct experience of working with veteran students.
Prior to the study, the methodology and tools were presented to experts at a meeting of the Department of Sociology and Social Work of Lviv Polytechnic National University, and a conclusion was obtained on compliance with the ethical requirements of the study (extract from the protocol of the meeting of the Department of Sociology and Social Work No. 3 in the appendices).
Although our study provides valuable insights, it was conducted at a single university, which may somewhat limit the extrapolation of the results to the entire Ukrainian higher education system. Further research could include a broader geography and a larger sample to confirm and expand on the trends identified.
Research literature in the United States thoroughly documents the complex problems that accompany the transition of military personnel to student status and offers ways to overcome them. These challenges can be broadly divided into several key categories, which often overlap and influence each other.
One of the most significant areas where veteran students face difficulties is psychological and behavioral adaptation to the civilian and academic environment. Studies consistently point to higher rates of risky behavior, including substance abuse, as well as the prevalence of psychological disorders such as post-traumatic stress disorder (PTSD), anxiety disorders, and depression among veterans in higher education compared to their civilian peers (Borsari et al., 2017; Richman, 2017; Rudd et al., 2011). Some authors suggest that shorter service time may be associated with lower psychological resilience and increased vulnerability to mental disorders (DeCoster, 2018). In addition, veterans often experience so-called “culture shock” when transitioning from a highly structured military organization to a more free and, in their view, disorganized academic environment, which can be accompanied by a loss of identity and a sense of inadequacy (Terry, 2018). This transition from military to civilian life requires significant reintegration efforts (Pedersen & Wieser, 2024) and can seem difficult for veteran students due to stark differences in pace, language, and social dynamics. Educational settings often present additional challenges, such as adapting to new teaching styles, collaborating with peers from diverse backgrounds, and navigating institutional systems that may seem unfamiliar. Veterans often experience “culture shock”: while military service emphasizes teamwork and structure, the academic environment requires independent learning, group collaboration, and independent time management—skills that may initially seem unfamiliar (Blaauw-Hara, 2017; McKinney, 2025).
Academic challenges are another significant barrier. The statistics are discouraging: between 30% and 40% of veteran students in the US do not complete their educational programs (Terry, 2018). This is due not only to psychological difficulties, but also to fundamental differences between military and academic learning cultures. Veterans may find it difficult to adapt to teaching that focuses on theoretical knowledge rather than practical application, as well as to interact with faculty and students who do not understand their unique experiences (Sportsman & Thomas, n.d.). Military experience, which shapes a pragmatic approach and task orientation, often does not find a proper response in the traditional university system (Granger, 2016). One of the first challenges veterans face in higher education is adapting to a new organizational structure. Unlike the clear military hierarchy, the academic environment often functions with overlapping hierarchies and informal norms. This lack of clear authority and structured systems can be disorienting for veterans who are accustomed to a regulated military environment. To overcome this change, veterans must develop a new understanding of power dynamics and adjust their approach to communication and problem solving (Taylor & Amboy, 2024). To facilitate this transition, educational institutions should provide time management training, help veterans navigate unstructured academic environments, balance deadlines, and prioritize while maintaining personal freedom. It is important to create veteran support groups—spaces for communication and experience sharing to foster a sense of belonging and mutual support—as well as to encourage veterans to apply their military problem-solving skills to academic tasks, which helps them develop a sense of responsibility and independence in their education. In addition, educational institutions should consider providing specialized academic counseling for veterans, where counselors are trained to understand and address their unique challenges (Taylor & Amboy, 2024).
Qualitative research reveals significant problems with social interaction, feelings of isolation, and difficulties in obtaining consistent and understandable information from university structures (Falkey, n.d.). This also highlights the importance of forming veteran communities on campus, which can reduce feelings of isolation (Whiteman et al., 2013). Diversity and inclusivity are critically important for all students, including veterans. For veterans to be successful in an educational environment, they must feel that their experiences and perspectives are valued by the academic community.
Despite the availability of significant financial support programs, financial status remains one of the key challenges for veteran students, which can affect their academic performance and decisions about continuing their education (Falkey, n.d.). In addition, veteran students are typically older than traditional students, often have families and other commitments, which creates additional challenges and requires more flexible and individualized approaches to supporting them (DeCoster, 2018; Smith et al., n.d.).
To overcome these challenges, American universities have developed and implemented a number of multifaceted strategies. Central to this is the creation of Veteran Resource Centers (VRCs). These are comprehensive centers that serve as a “one-stop shop” for veterans, providing them with assistance in the admission process, navigation of the Veterans Administration (VA) benefits system, psychological support (including specialized therapies such as prolonged exposure for PTSD), career counseling, and organizing educational events on relevant topics (Richman, 2017). Raising awareness and training staff is also a vital aspect. The competence of faculty and administrative staff regarding the specific needs, military culture, and potential psychological conditions of veterans helps to build an empathetic and understanding environment (DeCoster, 2018; Smith et al., n.d.). Adapting teaching approaches that recognize the unique learning style of veterans and its differences from traditional academic models is key, with recommendations for implementing flexible and adaptive teaching methods (Sportsman & Thomas, n.d.). Finally, promoting social integration through the active formation of veteran communities on campus, the creation of veteran clubs, and the organization of joint events significantly reduces feelings of isolation and promotes the formation of “brotherhood” (Falkey, n.d.; Vacchi, 2012).
Educational institutions can promote inclusivity and belonging through initiatives such as (Phillips & Lincoln, 2017): increasing cultural competence (faculty and staff should have the knowledge and tools to understand veterans' unique experiences and support their integration into campus life); promoting extracurricular activities: veterans should be encouraged to participate in clubs, student government, and community service projects that align with their interests and values; maintaining transparency and accessibility, as clear communication about policies, resources, and support systems ensures that veterans have easy access to the assistance they need. Creating an inclusive environment benefits not only veterans but also the entire student body, promoting cooperation, mutual understanding, and respect. Initiatives such as veteran appreciation events or campus-wide discussions of military experiences can bridge the gap between veterans and civilian students, enriching the overall campus culture (Phillips & Lincoln, 2017).
Among the respondents to the quantitative survey, the largest share (46%) falls into the 36–45 age group, 22% into the 26–35 age group, and 16% each into the 18–25 and over 46 age groups. This indicates that a significant proportion of veterans return to education after completing military service or active duty, often to upgrade their qualifications or change careers. In terms of military experience, 32% of respondents were officers, and 68% were sergeants and privates. Distribution by study status: 45% of respondents are currently studying, 40% have completed their studies, and 15% have discontinued their studies. This indicates a fairly high level of motivation and determination among veterans to obtain an education, but also highlights the existence of barriers that lead to dropouts. Most veteran students experience difficulties in transitioning from military service to education: 60.5% experience partial difficulties and 24.5% experience significant difficulties. Only 15% do not experience any difficulties. The level of adaptation to the educational process is assessed as average for 45.5% of respondents, while 27.5% reported that they find it difficult to adapt. Among the factors that influenced veterans' desire to study and the quality of education itself, respondents highlighted anxiety and stress. Almost 45% of respondents reported feeling constant anxiety during their studies (40% often and 5% constantly), while 55% do not feel or rarely feel stress during their studies. Focus groups with teachers confirmed that veterans “come to class like hedgehogs... wary, they expect danger everywhere” (FGD-1). Ukrainian veterans, like their colleagues from other countries, experience “culture shock” when transitioning from military to civilian life.
Regarding social integration, 68% of respondents reported difficulties integrating into the student environment (9% – very difficult, 25% – difficult, 41% – moderately difficult). The main barriers to integration into the student group were: different values and previous life/military experience (44%), possible difficulties in studying and performing tasks at the same level as classmates (44%), prejudice/negative stereotypes (18%), and age difference (14%). 97% of respondents who integrated into the student environment are satisfied or very satisfied with their integration, which may indicate that the conditions created in educational institutions are sufficiently favorable for their adaptation and learning. Focus groups confirmed that “veterans themselves create barriers due to differences in age and experience,” and “younger students often avoid communicating with older veterans for fear of saying something wrong” (FGD-1).
According to the survey, the combination of studying, working, and family responsibilities has the greatest impact on learning (85%). Problems with academic subjects (21%) and difficulties in interacting with teachers (21%) also significantly affect the quality of learning.
Bureaucracy in educational institutions is also an obstacle (12%), leading to wasted time, reduced motivation, and increased stress. Focus groups with teachers who have no experience working with veterans emphasized that “there is a lot of bureaucracy at the university” (FGD-2), which slows down processes such as ensuring inclusiveness. This requires flexibility in planning and conducting classes, adapting materials, and offering individual learning paths, including distance and hybrid learning.
Another factor affecting veterans' education in higher education institutions is problems related to physical and mental health: this factor was mentioned by 18% of respondents. With regard to psychological support, only 5% of respondents have regular access to such support, 27% have access but rarely use it, and 34% would like to have such access. This highlights a significant need for psychological support. Teachers noted that “veterans need to trust the teacher and feel safe” (FGD-1).
Veteran students believe that social events with their participation (47%) and a permanent veteran space at the higher education institution (47%) would help them feel part of the student community. Volunteer projects (35%) and support from student organizations (23%) are also important. Interestingly, 30% of respondents believe that no additional measures are needed, which may indicate a desire to avoid “excessive” attention to veterans.
The experience of veteran students interacting with the administration and teachers indicates that 59% of respondents receive support from the administration of higher education institutions, but 32% receive only partial support, and 9% do not feel any support at all. Regarding communication, 50% are satisfied with the level of communication with teachers and administration, but 41% are dissatisfied. Most often, veterans seek information and advice on the educational process (85%), as well as on bureaucratic issues (11%). At the same time, 53% of respondents rate the level of teacher training for working with veterans as high, 43% as average, and 4% as low. Also, half (50%) of respondents believe that the university provides sufficient resources to support veteran students, while a third believe that support exists but it is not complete or sufficient to meet all their needs, and one-fifth (20%) of respondents believe that the university does not provide sufficient resources for their adaptation. Focus groups found that teachers “lack training to work with such students” (FGD-1,2) and need training in psychology, communication, inclusive education, tolerance, etc.
Among the most desired and sought-after services and resources for veterans from higher education institutions are: additional consultations on subjects (67%), support for student veterans from the moment of admission to the moment of graduation (53%), a veteran space for “their own” and the development of brotherhood (44%), financial resources (32%), support from teachers (32%), psychological support (30%), debunking myths and stereotypes about the military and veterans among the academic community (20%), and ensuring architectural accessibility (10%).
Here are some suggestions from student veterans that they believe could help them in the learning process: “An individual approach to learning. Developing flexible class schedules to combine learning with rehabilitation or work. Providing opportunities for distance learning or participation in hybrid classes.” “Psychological support. Introducing regular sessions with psychologists who specialize in working with veterans. Organizing group therapy or mutual support among student veterans.” “Educational support. Appointing mentors to help with adaptation to the learning process. Conducting individual consultations with teachers to explain complex topics. Specialized training programs. Developing courses that help integrate into civilian life (e.g., career guidance, leadership skills, stress management). Offering educational programs in areas of interest to veterans, taking into account their experience.” “Financial support. Providing grants, scholarships, or tuition discounts for veterans. Introducing preferential terms for the purchase of educational materials.” “Infrastructural changes. Ensuring access to university premises for students with physical limitations. Setting up special recreation and rehabilitation areas.”
The results of this study confirm and complement international scientific data on the characteristics of veteran students and the challenges they face in higher education. The Ukrainian context, conditioned by the current war, gives these challenges particular urgency and scale.
Teachers with experience interacting with veteran students noted the high motivation, practicality, and focus on quick results among veteran students, emphasizing that they “take their studies more seriously.” At the same time, significant emotional challenges and manifestations of the effects of military trauma in the classroom were mentioned, which creates difficult situations and requires specific skills from the teacher. Barriers to interaction in mixed groups were noted, related to veterans' fear of being misunderstood and differences in experience. Teachers were aware that barriers may also be related to other aspects of a veteran's life, such as work or family.
Experienced teachers emphasized that their role goes beyond simply imparting knowledge; they also become a source of support, and empathy, flexibility, and the ability to adapt to the mood of the group were identified as key qualities of a teacher. Student trust in the teacher was recognized as an important factor. The importance of the Veteran Development Center as a central element of support and the need for a systematic approach to the integration of veterans, including professional training of teachers through training courses, was noted. With regard to teaching, teachers noted the effectiveness of offline classes for veterans, as well as the need for flexibility in planning and conducting classes (additional breaks, individual consultations) and adapting materials to their needs and level of knowledge. Participants expressed the need for training in psychology, tolerance, and working with inclusive groups, as well as additional psychological support to relieve their own tension and anxiety.
Teachers with no experience of interacting with veteran students in the educational process recognise that such students are different from the “usual” students with whom teachers work on the course. “They are people with experience that they can pass on,” “with heightened life values,” “for them, material values become meaningless” (FGD-2). Teachers expressed considerable concern about possible problems with discipline, the emotional stability of veterans, and their ability to adapt to academic life, which indicates the presence of certain stereotypes or a lack of information. Conflicts in the classroom may arise primarily due to differences in age and experience – “a person who has seen a lot in their life and children who have seen nothing.” Conversations about war can provoke conflicts. And then there is a “risk of emotional outbursts,” “in war, they (veterans) are constantly on the defensive. And when they enter civilian life, their defense mechanisms still kick in... And here it is very important not to trigger some kind of emotional explosion, but in reality you don't know what might provoke it. Well, I mean, different situations, different triggers can work, and unexpected moments... And in civilian life, well, it doesn't just switch off and you don't relax right away, you continue to be in that state for a long period of time, you are in a situation of constant danger.” (FGD-2) A clear need was expressed for individual training plans for veterans and the lack of clear instructions or algorithms for interacting with them. This reflects the desire for a formalized approach: "There has to be some kind of system in place. And everyone has to agree to it. Of course. And if you are given this contract, you teach this person, you undertake to follow this contract and give them, say, not an hour to write tests, but an hour and a half. If they need it" (FGD-2). The possibility of involving social support specialists (psychologists, social workers), in particular students of relevant specialties, as well as cooperation with public organizations specializing in supporting veterans was also discussed. However, doubts were expressed about how older veterans would perceive young specialists. In general, teachers without experience demonstrated less understanding of the specific needs of veterans and were more oriented toward generally accepted rules and procedures.
A comparison of the American experience and the results of the author's research in Ukraine reveals both significant similarities in the challenges faced by student veterans and certain differences due to the unique context of a prolonged full-scale war.
Both contexts clearly point to the acute problem of psychological adaptation. American studies highlight PTSD, anxiety, and depression (Borsari et al., 2017; Richman, 2017; Rudd et al., 2011), which fully correlates with the results of the Ukrainian survey of veterans, where anxiety and psychological difficulties are mentioned. Experienced Ukrainian teachers also note emotional instability and manifestations of military trauma in the classroom. However, the intensity and prevalence of psychological trauma in Ukraine, caused by full-scale war, may be significantly higher, requiring more in-depth and systematic approaches to psychological support. The concept of “culture shock” between the military and academic environments (Blaauw-Hara, 2017; Terry, 2018) is relevant for both countries. Ukrainian veterans, like their American counterparts, need an individualized approach, flexibility in the learning process, and a focus on practical learning that reflects their military experience and pragmatic outlook (Sportsman & Thomas, n.d.). Importantly, Ukrainian teachers without experience, for their part, express a lack of understanding of how to work with this specific group of students, which points to the need for unified recommendations and systematic training.
Feelings of alienation and difficulties in interacting with the civilian population are common among veterans in both countries and highlight the problem of social isolation. American data emphasizes the importance of interaction with other veterans (Falkey, n.d.; Whiteman et al., 2013), and Ukrainian research fully confirms this, pointing to the need for veteran spaces and communities for “their own.” Experienced teachers also recognized “brotherhood” and subcultural identity as key factors for integration.
Despite differences in benefit systems, financial problems remain relevant for both American (Falkey, n.d.) and Ukrainian veterans, especially given the significant costs of military equipment in wartime, rehabilitation, etc.
In both cases, the critical role of higher education institutions and their staff in supporting veterans is emphasized. The American experience in creating VRCs is a valuable example of comprehensive support. In Ukraine, although there are Veteran Development Centers, they often do not yet have such a systematic character and need to expand their functionality.
A comparison of two focus groups of teachers in Ukraine revealed interesting patterns in the perception of and approaches to veteran students, which is key to developing targeted training programs for teaching staff.
Common features in the views of teachers with and without experience of interacting with veteran students include: the need for adaptation (both groups recognize that veteran students need a special approach and that the existing education system is not fully adapted to their needs); the need for knowledge (both experienced and inexperienced teachers express a need for additional knowledge and training on veteran psychology, tolerance, and working with inclusive groups); challenges related to emotional instability (both groups are aware of potential emotional challenges and manifestations of PTSD in the classroom, although the degree of awareness and readiness to respond may vary); understanding the importance of an individual approach (although approaches to implementation differ, both groups agree that an individual approach to veterans is important).
However, there are also significant differences, including perceptions of veteran students' motivation. Experienced instructors are more likely to note veterans' high motivation and practicality, their focus on quick results, and their serious attitude toward learning. In contrast, teachers without experience may have a less formed or even somewhat biased view of veterans' motivation, focusing on potential discipline problems, which indicates the influence of stereotypes (Vacchi, 2012). The approach to interaction also differs: experienced teachers are more inclined to take a flexible and empathetic approach when interacting with veterans, adapting to their needs and moods. They see themselves not only as a source of knowledge, but also as a source of support. In contrast, inexperienced teachers are more oriented toward a formalized, “by the book” approach, as they lack clear instructions and algorithms. Trust in the teacher as a category was identified only based on the results of focus group 1. Experienced teachers clearly understand that the trust of veteran students in their teachers is a key factor in successful interaction. This understanding may be less pronounced among inexperienced teachers, which can be a barrier to establishing effective communication. The difference also concerned the development of skills for overcoming difficult situations based on interaction experience (experienced teachers already have certain skills or understanding of how to respond to emotional instability, while inexperienced teachers note a lack of such skills and a need for external specialists). These differences highlight the urgent need for unified but flexible training programs for teachers that not only provide information but also develop practical skills and empathy, which would help overcome prejudices and form effective interaction strategies.
Based on a comprehensive analysis of international experience and the results of the author's research, taking into account the specifics of martial law in Ukraine, the following recommendations have been developed for adapting and improving the higher education system. They are aimed at creating an inclusive, supportive, and effective educational environment for student veterans.
Systematic deployment and strengthening of Veteran Development Centers in higher education institutions (based on the VRC model). Each university should have a fully-fledged center that will serve as a “single window” for student veterans, providing them with comprehensive support: academic, psychological, social, legal, and career. This should include access to qualified psychologists specializing in military trauma (PTSD, anxiety disorders), with the possibility of individual and group sessions. It is also important to consider the need for psychological support for teachers themselves. The creation of physical spaces (veteran hubs, clubs) in higher education institutions where veterans can meet, communicate, receive support from their peers, and active support for mentoring programs where experienced veterans help newcomers are critically important (Sokurianska et al., 2021). Mentoring by veterans, where veterans are paired with peers or colleagues with similar experiences, can greatly enhance a sense of community and mutual understanding (McKinney, 2025). Academic support should include individual counseling, tutoring, and assistance in developing individualized academic plans that take into account possible breaks in education or the need to change majors. Providing veterans with comprehensive and understandable information about all stages of education and available services, starting from the moment of admission, is also a cornerstone. VET institutions should provide comprehensive financial aid counseling, including guidance on military benefits and institutional scholarships. It is important to implement case management with regular meetings to monitor the academic and personal well-being of veterans (McKinney, 2025).
Develop and implement training programs for faculty and administrative staff that include mandatory seminars and training for all faculty and administrators covering understanding military experience, PTSD specifics, trauma, and their impact on learning and behavior. This will help overcome stereotypes and foster empathy. Training teachers in flexible teaching methods, managing mixed groups, communication skills with veterans, as well as techniques for providing first psychological aid and responding to difficult situations in the classroom is extremely important. The emphasis should be on empathy and building trusting relationships, as emphasized by experienced teachers. The introduction of a system of assigning student groups to teachers who have undergone specialized training and can act as facilitators and mediators between veteran students and the learning process will be an effective addition.
Adapting the educational process and programs to the needs of veterans. Maximizing the implementation of individual educational plans, opportunities for distance learning, as well as shortened study programs or modular programs with the possibility of accumulating credits to obtain a diploma, will take into account their age, experience, and possible additional obligations (e.g., rehabilitation). It is necessary to shift the focus to the practical application of knowledge, given that veterans are results-oriented and learn better through action. Integrating their life and military experience into the learning process can make it more relevant and interesting. It is also important to involve veteran students themselves in the discussion and development of adaptive educational programs and services.
Promoting an inclusive and supportive academic environment. Conducting information campaigns for all students and faculty members to explain the specifics of military experience and the importance of supporting veterans will help overcome stereotypes and promote better understanding and social integration. Actively promoting a positive image of veterans as valuable members of society and leaders who bring unique experience and skills to academic and civilian life is an important step.
Strengthening interagency and interorganizational cooperation. Establishing close cooperation between the Ministry of Education and Science of Ukraine, the Ministry of Veterans Affairs, higher education institutions, military hospitals, rehabilitation centers, and civil society organizations is vital. This will create a unified, coordinated support system covering all aspects of reintegration. Involving volunteers and specialists from civil society organizations to expand support opportunities for veterans at higher education institutions will also significantly enhance their adaptation.
The reintegration of student veterans into the higher education system is not only a matter of social justice, but also a strategic investment project for the future of Ukraine. The experience of the United States shows that a haphazard approach and a lack of targeted support leads to significant difficulties and low academic performance.
The author's research has convincingly shown that Ukrainian student veterans face many of the problems identified in American literature, such as psychological trauma, academic barriers, and social isolation. At the same time, there is a clear demand from both veterans and teachers for systematic support and adaptation. The difference in perception between teachers with and without experience of interacting with veterans highlights the critical need for standardized but flexible training programs aimed at developing empathy and practical skills.
The implementation of the proposed recommendations, which are based on global practices and take into account the unique Ukrainian context of wartime, will create an effective and responsive educational system for veterans. This will not only contribute to their successful academic and social reintegration, but will also allow Ukraine to fully utilize the potential of its defenders for the reconstruction and further development of the country. Further research should focus on monitoring the effectiveness of the programs implemented and adapting strategies to the dynamic needs of veterans, which are constantly changing as the country recovers from the war.