UNIVERSITY of WISCONSIN
LA CROSSE
Veteran Cultural Competence: Best Practices for Student-Veterans in the Classroom
The following guidelines and best practices have been found helpful when working with student-veterans. It is
important to remember that war and combat, as well as other experiences related to military service, are
experiences to which most people on campus cannot directly relate. Faculty and staff members must try to
understand that a veteran’s homecoming and pursuit of a degree involves recreating oneself, and reaching for
goals that may have been delayed by military service.
American veterans have a long history of returning from war, overcoming personal and emotional hardships,
and using their unique experiences to become dedicated students, professionals, family members, and
community leaders. The staff and faculty at UW-L play key roles in helping all students succeed, but their
impact on student-veterans may be even more crucial in assisting this distinct group of students to achieve
their academic goals. These guidelines and best practices are offered to increase “veteran cultural
competence” across UW-L.
Personal Reflection for UW-L Faculty and Staff

When you hear the word veteran, what images, thoughts, sensations, emotions, etc., come to mind? When you
see someone in uniform what is your personal reaction or experience? What comes to mind when the reference
is to a female veteran?

What opinions do you hold of war or those who have served in combat? Do these opinions become projected
indirectly or directly onto student-veterans? What worries or concerns might you have over someone who has
served in combat being in your classroom?

How comfortable are you with people who have physical challenges and those who may demonstrate behavioral
health issues from experiencing war trauma? How might your opinions or reactions represent biases toward
someone who has an invisible wound such as depression, anxiety, PTSD, anger, startle response, severe sleep
problems due to nightmares, or mild to moderate traumatic brain injury?

Who can you go to if you have questions about a veteran? What veteran resources exist on campus and in the
La Crosse area?
Classroom Practices
Just like students in general, not all veterans are alike. Their individual reactions to war trauma vary,
representing everything from being significantly troubled by their wartime duty to being very philosophical or
reflective. Most veterans at UW-L do not suffer from traumatic brain injury (TBI) or post-traumatic stress
disorder (PTSD), but some do. Getting to know the veterans in your classroom will likely help them connect
with the goals of UW-L, your department, and your course. Making connections may also offer you a
wonderful opportunity to become acquainted with people who are searching for the deeper themes and
purposes of life—struggling at times with issues at several developmental stages at once. Their search is often
Department of Military Science
University of Wisconsin—La Crosse, 58 Whitney Center, 1725 State Street, La Crosse, WI 54601
Phone: (608) 785-8404/8406, Fax: (608) 785-6963, http://www.uwlax.edu/rotc
An affirmative action/equal opportunity employer
much more complex than that confronting other students, even those of the same age. Many professors and
instructors find student-veterans to be among the most interesting and growth-capable of all their students.
Here are some points to keep in mind:

Be careful about thanking a veteran for their military service, unless you have a relationship with the student
that allows you to predict how they will react to your comment. One does not always know if the veteran had a
positive or negative experience while in the military, or what their current experience is now that they are home
and have had time to reflect about their service. Being out of the military often takes away the support system
that helps service men and women cope with combat experiences. Without those systems, veterans may
reconsider their actions—meaning they might not be sure of their own opinions in this regard.

Unless a course’s content dictates talking about military service or war, it is best to refrain from expressing
opinions on these topics in class. It doesn’t matter whether you are for or against America’s national policies,
whether you are democrat, republican, or independent. All members of the Armed Forces take an oath to serve
our nation for a period of time, no matter the circumstances. Expressing your personal opinions on these topics
can become a distraction to their learning and to your relationship with them, and in some cases this is a source
of intense reactions and anger. Empathy about the experiences of a student-veteran is very valuable in these
situations.

Veterans come from all walks of life and experiences. Avoid suddenly placing a student-veteran in an
uncomfortable position in the classroom by asking him or her to share experiences or opinions of their service,
unless a prior relationship has been developed, or prior permission has been given. Being taken by surprise by
circumstances like this can lead to a “fight or flight” response from some veterans.

Student-veterans tend to be serious about education. They are very dedicated as a group to supporting their
families and holding jobs, and most want to complete their educations as soon as possible. To receive their
education benefits, they have to submit documentation to the Veterans Administration each semester proving
they are progressing in their degree plans and obtaining passing grades. Hearing the complaints of other
students over due dates, the need for more time to prepare for an exam or homework, or about the difficulty of
a course may frustrate them. A lack of commitment by other students toward learning may be a source of
conflict and frustration.

Success in the military depends upon discipline, obedience, and conformity, particularly among the junior
enlisted ranks in which most student-veterans served. College students are expected to think independently,
process abstract material, ponder issues that are shades of grey instead of black and white. Also, campuses do
not have a military-style hierarchy student-veterans can use to solve problems. This different culture and
structure can be very difficult for veterans. While in the service, veterans always had a commander. On campus,
it is not uncommon for student-veterans to seek guidance and support from people they now consider to be
their “surrogate commanders,” their professors and instructors. You can help them by listening to their concerns
and guiding them toward advisors and agencies that can help.

Veterans who have served in a war zone may prefer to sit in the back of the classroom with their back against
the wall. The reason for this is that some war veterans require a higher level of environmental control, and
seeing everyone in the room from the back permits there to be no surprises. Respecting this adaptive pattern is
important.

Student-veterans may find small group discussion and group decision-making processes difficult. Quick and
decisive decisions, responses, and actions are the norm in the military, especially in combat. Time taken to
Department of Military Science
University of Wisconsin—La Crosse, 58 Whitney Center, 1725 State Street, La Crosse, WI 54601
Phone: (608) 785-8404/8406, Fax: (608) 785-6963, http://www.uwlax.edu/rotc
An affirmative action/equal opportunity employer
process information through group process and discussion may be a challenge, since in the military delaying a
decision could get oneself or others killed. The academic setting will be foreign in this respect for many studentveterans as they learn the business of give-and-take, deliberate discussions, and thorough considerations of
many variables and opinions. Some veterans may see these processes as a waste of time for a while, but will
eventually learn the value of this form of teamwork and intellectual exchange. Being empathetic with their
frustrations will help them cope and, eventually, contribute.

Unresolved emotions from military service often continue for years in the lives of some veterans. Course
content such as personal writing assignments, videos, and certain discussion topics may lead some veterans to
experience painful memories and create emotional discomfort. Faculty should be ready to take time to talk with
students whose homework or classroom behavior may reveal troubling emotions. If you observe what may
seem to be problems that are distracting to the veteran, find a way to talk with him or her when not in front of
other students. It is usually not appropriate for an instructor to take on the role of counselor; the key to success
is to refer such matters to knowledgeable providers. Let the veteran know there are people and agencies who
are dedicated to helping make things better for them.

Some veterans have standing and long awaited appointments with the Veterans Administration medical
system—often made months in advance. While most student-veterans do not wish to miss class, sometimes it is
unavoidable. Flexibility in this area is appreciated. Also, it is important to remember that the mere act of going
to the VA may be very stressful, as it involves working on war trauma issues or receiving treatment for wounds
and injuries which themselves often represent stored memories of war trauma. Your willingness to be
understanding of these issues will help foster an even stronger veteran–professor relationship.
Reintegration and homecoming can be a frustrating, confusing, and often lengthy experience for a veteran.
Sometimes all a student-veteran needs to be “at ease” is an explanation of the cultural differences between
life in the military and life on campus. Knowing that there is someone on campus with whom they can talk
when things become confusing provides a powerful anecdote to memories of intense stress and fear.
The key variables for a student-veteran’s success include relationships, social support, and having alternatives
on campus when problems arise. Faculty and staff who are aware of the challenges student-veterans
experience as they reintegrate to civilian life and begin or resume their studies at UW-L play a major role in
the veteran’s personal homecoming and academic success.
UW-L Resources for Student-Veterans
UW-L Disability Resource Services:
(156 Murphy)
608-785-6900; www.uwlax.edu/drs/
UW-L Veterans Benefits Coordinator:
(117 Graff)
Sharyn Lehrke, 608-785-8751; lehrke.shar@uwlax.edu
UW-L Student Veterans Club:
Brandon Powers (pres); powers.bran@students.uwlax.edu
La Crosse County Veterans Office:
(400 4th Street North, La Crosse)
Jim Gausmann (Veterans Service Officer); 608-785-9719
www.co.la-crosse.wi.us/Departments/Veterans/
Department of Military Science
University of Wisconsin—La Crosse, 58 Whitney Center, 1725 State Street, La Crosse, WI 54601
Phone: (608) 785-8404/8406, Fax: (608) 785-6963, http://www.uwlax.edu/rotc
An affirmative action/equal opportunity employer