Millions of veterans entered military service with the hope of completing a college education, but have been unable to realize that goal. This disconnect is exacerbated by a range of challenges, including the fact that student veterans disproportionately attend institutions where they are less likely to graduate and, if they do graduate, are likely to see fewer economic benefits.

Notably, many veterans receive the GI Bill, which helps pay for education. But it cannot ensure they choose a high-quality program that leads to a credential employers recognize or a career that meets their goals. Supporting veterans requires more than making education affordable.

To start, we need to more intentionally apply what we know about adult learners to veterans. Student veterans are adult learners, too: they have work experience from their military service, and are often balancing full-time or part-time employment, parenting, or caretaking while earning a credential.

This means that veterans experience many of the structural barriers and complex decisions that other adult learners encounter, while also navigating the transition from military to civilian life and the complexities of military education benefits. When institutions are intentional about supporting learners—and invest time and resources into doing so—learners are more successful and institutions see better results as well.

The power of proactive navigation

The GI Bill can help veterans cover the cost of higher education, but funding alone is insufficient. Access to funding does not guarantee access to a high-quality program, a credential that employers recognize, or a path to economic mobility. We’ve identified proactive advising as one strategy to improve access and credential attainment for adult learners, and this can be particularly impactful for veterans.

One of the first decisions student veterans weigh is which college to attend. While the GI Bill Comparison Tool through the US Department of Veterans Affairs offers some guidance, veterans may struggle to meaningfully compare institutions, learn how their prior learning could apply towards a degree, and understand the benefits of attending a program. Research also shows that veterans who used their Post-9/11 GI Bill benefits at a four-year public or nonprofit institution were more likely to earn a degree within six years of enrollment (58 percent and 61 percent, respectively) compared to those who attended a four-year, for-profit university (41 percent).

Proactive navigation from an informed and trusted individual can bridge the information gaps. When learners receive support from an institution-agnostic coach, they are able to consider their options in a holistic way and determine a plan that works for their unique circumstances. Some statewide and regional reconnect programs already utilize this approach, including Michigan Reconnect and the Keystone Comeback, and there are opportunities to apply these models in ways that support veterans.

How institutions can improve higher education navigation for student veterans

Institutions can build on their existing advising efforts by offering guidance that recognizes veterans’ strengths and experiences and supports them throughout their college journey:

  • During recruitment and exploration, provide support beyond the initial decision to enroll. Help veterans understand their options and connect them with the people and services they will need from enrollment through persistence and completion. Also help veterans utilize regional, state, and national veterans support organizations that have extensive expertise in the transition from service to earning a credential.
  • Before enrollment, assess prior learning and experience. Review military learning, credentials, and previous college credits for credit toward a credential. Consider whether documented workplace learning also merits credit.
  • Develop a clear academic and career plan. Show veterans how their prior learning applies, how long completion is expected to take, and what further study or career opportunities the credential may support. Consider whether the credential is recognized by employers, whether relevant jobs are available, and whether the plan aligns with the veteran’s goals.
  • Coordinate support across campus. Connect veteran services with academic advising, financial aid, and career services so veterans receive clear, consistent guidance rather than having to navigate separate offices on their own.
  • Continue guidance through persistence and completion. Check in as veterans progress, help them address barriers, and connect them with the right support when their academic or personal circumstances change.
  • Track outcomes and make program information available to prospective students. Monitor persistence, completion, licensure, and career results. Share clear, program-level information so veterans can make informed choices and institutions can identify where their support needs to improve.

Data show again and again that when working adults earn credentials of value, they can advance their economic mobility, supporting their families and communities. For veterans, who have served our country, helping them achieve these outcomes is more than a matter of educational access; it is an opportunity to honor their service with meaningful support as they transition to civilian life and pursue their next chapter.

The GI Bill provides an important financial foundation, but access to funding alone is not guaranteed to translate into educational and career success. Veterans deserve clear information, trusted guidance, and proactive support to navigate their options and make decisions that align with their goals. By investing in proactive navigation and strengthening support throughout the college journey, institutions can help ensure that veterans not only get to college, but earn credentials of value that open doors to opportunity and long-term economic mobility.