Veterans in Classrooms: Post Traumatic Stress, Seating Preferences, and Achievement

Daniel Allen Clark,Kenneth Walker

doi:10.21061/jvs.v6i1.153

Daniel Allen Clark, Kenneth Walker

Open Access

https://doi.org/10.21061/jvs.v6i1.153

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Abstract

Anecdotal knowledge and qualitative research has suggested that previously deployed combat veterans prefer particular seating locations. Students at a university near a large army base chose preferred seats and answered survey items regarding trauma symptoms and academic achievement. There was a relationship between post-traumatic stress symptoms and preferred seating location, but the location was dependent upon if the student had been deployed. Similar relationship differences were found for academic achievement. From these results, it appears that amongst other factors, post-traumatic stress may impact student seating preferences, especially for students who have been exposed to combat in the military.

Highlights

Following the passing of the Post-9/11 GI Bill, there has been an increase of veterans of the armed services attending colleges and universities in the United States of A merica (Zhang, 2018)
An additional reason for academic difficulty identified by researchers is the connection between student veterans and Post-Traumatic Stress Disorder (PTSD; Barry et al, 2012)
Post-traumatic stress and associated effects PTSD is a psychological disorder that involves some type of exposure to a traumatic event and subsequent symptoms that involve memories that intrude on to one’s daily life, avoidance of associated stimuli, alterations of cognition or mood associated with the event, and changes in arousal or reactivity associated with the event (American Psychiatric Association, 2013)

Summary

Introduction

Following the passing of the Post-9/11 GI Bill, there has been an increase of veterans of the armed services attending colleges and universities in the United States of A merica (Zhang, 2018). Many of these veterans may have difficulty adjusting to life in an academic setting (Schonfeld et al, 2015). Difficulty adjusting to academic life may be a reflection of incompatible systemic practices in postsecondary educational environments (Dillard & Yu, 2016). An additional reason for academic difficulty identified by researchers is the connection between student veterans and Post-Traumatic Stress Disorder (PTSD; Barry et al, 2012). One study found that the strongest predictor of PTSD was being deployed to a combat zone (Nyaronga & Toma, 2015)

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