Colleges must help America keep the promise it makes to its military

The U.S. military is experiencing its strongest recruitment stretch in over a decade, with the Navy and Army reaching their enlistment targets ahead of schedule and Congress approving plans to expand the force. That surge places added emphasis on the nation’s obligation to deliver the post-service opportunities—particularly higher education—that many recruits cited as a key reason for joining. A former Air Force officer who completed a master’s degree while serving says that some institutions are structured to serve students who can follow a traditional, uninterrupted academic calendar, a model that often clashes with military life. Deployments, relocation and reserve obligations make 16-week semesters and fixed start dates impractical for many service members, reservists, military spouses and working veterans. He points to institutions designed for adult learners—offering short, year-round, online courses—as better able to accommodate the realities of military schedules. Beyond scheduling, the author says colleges frequently fail to account for the experiences and needs veterans bring to campus. Many student veterans receive mental-health care through the Department of Veterans Affairs, yet just 54 campuses have VA clinicians on site through the federal program. He also highlights moral injury—a form of lasting distress distinct from PTSD—and other invisible burdens that can affect classroom performance and persistence. The author credits faculty who build trusting, personal relationships with veterans as a key factor in helping them remain enrolled. The article also raises concerns about academic credit for military training and experience. Service members who managed complex operations or technical systems may receive little or no collegiate credit for those competencies, prolonging time to degree and increasing cost. The author recommends that colleges offer credit for prior learning and strengthen career services that translate military experience for civilian employers, establish industry partnerships, and align training with high-demand fields. He frames these measures as part of a continuous transition from military service to education and the workforce, rather than separate, disconnected steps. The piece closes by noting the broader stakes: veterans’ educational outcomes influence recruitment through personal networks and word of mouth. With enlistment strong, the author urges higher education institutions to adapt their programs and support services so that the commitment made to those who serve is satisfied after they leave the uniform.