Teaching post 9/11 student-veterans with symptoms of PTSD: The influence of faculty perceptions and self-efficacy

Abstract

With the recent authorization of the GI bill and the continued military presence in Iraq and Afghanistan, institutions of higher education in the United States are expected to experience an influx of returning student-veterans, many who may have symptoms of post-traumatic stress disorder (PTSD). The purpose of the current study was to examine faculty perceptions of returning student-veterans who may have symptoms of PTSD. We surveyed 596 faculty members as to their views of serving in the military, the United States' involvement in the Iraq/Afghanistan wars and perceptions of their ability or self-efficacy to address the special needs of combat veterans in the classroom. Results indicate that faculty perceptions about current military conflicts and the military itself may be associated with their self-efficacy to teach and work with returning student-veterans in the classroom.