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U.S. Military Veteran Suicide- Protective Factors ( New Sub-Heading)

Education- Veterans have difficulty transitioning from the Military to civilian life. Many choose to transition by Utilizing their GI Bill or other education benefits. The pursuit of education often facilitates the transition to civilian life. The pursuit of education among Veterans can aggravate post service conditions that are linked to a higher likelihood of suicide but often aids in the transition to civilian life Veterans pursuing education, especially those utilizing the post 9/11 GI Bill, are more likely to have protective factors related to socialization and reintegration than those who are not.


 * Difficulty relating to fellow students
 * Difficulty in coping with military experiences in an academic environment
 * Lack of support or understanding for Service Connected Disabilities
 * Negative stigmas related to Military Service
 * Feelings of isolation
 * Feelings of separation
 * Lack of social support
 * Difficulty with stable or reliable income
 * Difficulty with stable housing

Although higher education has presented many difficulties to returning Veterans, research supports that Veterans often benefit from transitioning from the military into higher education. Academic life often requires Student Veterans to work and interact with other classmates. Most Academic Institutions have Student Veteran Organizations and Resources centers specifically to Aid Military Veterans. Military Education benefits, Primarily the Post 9/11 GI Bill, pay the cost of tuition and provide a housing stipend to Student Veterans. Education benefits often give Veteran Students an income, a goal to continue to work towards and socialization with the general population.

One study - “Role Exit from the Military: Student Veterans Perceptions of transitioning from the U.S. Military to Higher Education” Found several common themes among student Veterans-


 * “Combat veterans experienced more intense bonds with their comrades compared to student veterans in support roles, which left them feeling more isolated”
 * “The military had given them a great deal of responsibility very quickly at a young age, sometimes even leaving them responsible for other people's' lives”
 * “Unlike capitalist society, which largely focuses on the individual, the military operates through collective effort”
 * “For tasks to be accomplished and for individuals to survive within the military, putting the team ahead of oneself is necessary”
 * “Role exit from the military to the university entailed starting over, regardless of what one had accomplished in the service, which was often demoralizing”

The Study goes on to state that Colleges can reach out and support students Veterans by-


 * “provid(ing) them with practical support such as educating them about university processes, academic advising, and how to secure their educational benefits”
 * “colleges and universities should grant course credit for comparable military service and training whenever feasible and appropriate”
 * “colleges and universities should create opportunities and spaces in which these student veterans can socialize together.”
 * “communities may moderate the emotional struggles of transition, help individuals incorporate identities from their previous roles into new ones, as well as cope with any stereotypes or misunderstandings of larger society.”