Do

• Understand that they may have commitments that aren’t under their control—like reservist training, deployments, or appointments at the VA—and may need more flexibility than other students.
• Know what services are available for veterans at your university.
  • Best Referral Option (if available): Veteran Liaison or Veteran Services Office
  • Questions about GI Bill Benefits: School Certifying Official
  • Questions about Academic Accommodations: Disability Services Office
  • Support for Emotional Issues: Counseling Center, VA Hospital and/or Vet Centers
  • Meeting Other Veterans: Student Veteran Club Make sure you are referring to the right office by calling first.
• Make sure you are referring to the right office by calling first.

Do

• Ask open-ended questions—like “What did you do in the military?” or, “Where did you serve?”—that allow them to decide how much or how little to share.
• Keep an open mind about what they have learned about the world.

Don't

• Ask specific questions—like, “Did you see any suicide bombers?”—that might pressure them to talk about topics they’re not comfortable with.
• Ask if they’ve lost friends or killed anyone.
• Ask personal questions about their mental health like “Do you have PTSD?”
• Make assumptions about how easy or difficult their deployment was.
• Assume they were in combat.
• Act as if you know more about the military or conflicts overseas than they do.

Do 

• Be aware that there could be veterans or service members in class and that this topic may make them uncomfortable.
• Ask student veterans (privately) if they’d like to share their experiences with the class.
• Ask, “Are there any veterans here who’d like to talk about their experiences?”
• Help students define what they want to say, sometimes reframing their comments in a more objective tone.

Don't

• Call on a student veteran or use them as an example in class without their permission.

Do

• Recognize warning signs for psychological distress:
  • Often late or absent
  • Restless
  • Easily startled
  • Doesn’t appear to be paying attention
  • Turns in assignments late or incomplete
  • Does poorly on exams, even when you know he/she understands the material
  • Agitated; outbursts of anger
  • Overly concerned with structure; asks for excessive clarification
• Trust your instincts. If a student puts effort into class, but doesn’t get corresponding results, then it’s good to be worried and talk to him/her to see what’s going on.

Do

• Let the student know you’re worried about him/her.
• Mention specific, observable behaviors and ask what’s causing those behaviors.
• Ask questions to better understand the student’s need.
• Feel comfortable asking if the student is a veteran.
• Normalize the process of getting help.
• Let someone know right away if you’re concerned for the student’s safety or the safety of others.

Don't

• Generalize (e.g., “You always do X. You never do Y.”).
• Use negative labels (e.g., “strange,” “weird,” “messed up,” “crazy”).