by Latosha R. Henderson
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Being “military-friendly” is no longer enough. The label has become a performative branding phrase rather than an accountability standard. It tells us little about whether an institution can actually support the access, persistence, belonging, and graduation of military-affiliated students given today’s policy, financial aid, and cultural realities.
In higher education today, pathways to access have become more fragile, not more secure. Shifts in federal priorities and oversight have narrowed access through changes to federal aid, accountability structures, and equity-related enforcement. Yet many institutions continue to rely on the term “military-friendly” as a stand-in for meaningful support, without examining whether military-affiliated students can actually find, navigate, and use the systems meant to serve them.
Military-affiliated students including veterans, active-duty service members, spouses, and dependents often have access to federal education funding through the GI Bill® and Department of Defense programs. But funding is not the same as access. As Mark McKinney notes, the GI Bill has structural limitations and leaves many students absorbing hidden costs such as textbooks, technology, childcare, transportation, and healthcare. These gaps become institutional barriers when campuses assume benefits will cover everything. Branding without barrier removal is not access.
From Military-Friendly to Military-Supportive
I use the term ‘military-supportive institution’ to describe colleges that move beyond symbolic friendliness toward structural design, cultural competence, and accountability for student outcomes. Unlike the loosely regulated “military-friendly” label, a military-supportive institution centers institutional responsibility rather than marketing.
A military-supportive institution intentionally designs its policies, advising structures, financial aid policies, websites, and campus culture around the realities of mobile learners, student parents, caregivers, and service-connected families. It recognizes that access is not simply about enrollment, but about whether students can realistically navigate benefits, transfer credits, persist through disruption, feel a sense of belonging, and graduate without unnecessary institutional friction.
The Strategic Case for Military-Affiliated Access
Military-affiliated students represent a population less dependent on strained need-based aid structures and more supported by stable federal funding streams. In a volatile enrollment landscape, they remain one of the few federally stabilized tuition pipelines available to institutions. They are also disproportionately affected by opaque policies, delayed timelines, and fragmented services.
If institutions are serious about enrollment stability, access fairness, and mission alignment, military-affiliated access must be treated as a moral responsibility, not marketing. What students need are military-supportive institutions that build access into systems, policies, and culture rather than outsourcing support to a label.
The Branding Problem
There is no nationally recognized accreditation or accountability standard for what it means to be “military-friendly.” Any institution can adopt the label based on minimal criteria such as offering Yellow Ribbon benefits, offering in-state tuition waivers, hosting Veterans Day events, or maintaining a Veterans Resource Center.
None of these features guarantee that a campus is structurally equipped to support students through the full lifecycle of access, persistence, and degree completion. In my research on veteran-specific website content, institutions routinely self-identify as “military-friendly” while failing to provide clear benefits guidance, transparent timelines, functional navigation, or accurate advising information.
This produces what I call a ‘click-to-campus gap’ a disconnect between branding and the actual user experience of military-affiliated students navigating enrollment and services. This is not a communications failure. It is a systems design failure disguised by marketing language.
Access Has Changed
Historically, the challenge for veterans was gaining admission. That is no longer the primary problem. Today, military-affiliated students face a different access crisis shaped by FAFSA failures, delayed financial aid timelines, shifting federal policies, credit transfer complexity, fragmented services, caregiving obligations, and geographic instability due to PCS moves and deployments.
Approximately 400,000 service members experience duty station changes each year. When institutions lack PCS-sensitive policies, predictable online pathways, and flexible re-entry options, students are forced to choose between service obligations and degree completion. The real question is no longer, “Can a veteran enroll here?” It is, “Can a veteran realistically persist and graduate here without institutional friction?”
The Invisible Population
Most “military-friendly” infrastructures are veteran-centric. Benefits advising focuses on GI Bill recipients. Outreach materials feature service members. Yet military spouses and dependents make up a significant portion of the military-affiliated population and are structurally erased from most institutional designs.
In my ongoing development of the Relationally Distributed Service framework, I examine how military spouses absorb the invisible labor of sustaining service, including caregiving, career disruption, emotional regulation, and financial stabilization. They experience repeated educational interruptions due to PCS moves and navigate childcare gaps, credit loss, and program misalignment. A campus can be “military-friendly” and still be functionally hostile to military spouses. That is not friendliness. That is institutional blindness.
Belonging and Accountability
Even when technical services exist, military-affiliated students often experience campuses as culturally alienating. They report faculty who penalize service-related absences, administrators who treat benefits as “special treatment,” peers who stereotype them, and isolation as older or parenting learners. A school can be “military-friendly” and still produce advising harm and cultural mismatch.
Accountability must be institutional, not symbolic. As Jorge Mendoza argues, regular check-ins and institutional ownership of student progress are central to veteran success. But accountability cannot function if institutions do not even know who their military-affiliated students are. Many colleges still rely on GI Bill® usage or Veterans Resource Center participation as a proxy for military connection, even though many spouses and dependents never use either.
In a military-supportive institution, accountability is built into systems from the start through military-connection questions on admissions applications for veterans, spouses, and dependents; proactive advising; early alerts; and coordinated handoffs across financial aid, the registrar, academic departments, and student support services.
The Path Forward
Military competence requires four institutional capacities. First, military-competent infrastructure, including trained benefits counselors, PCS-aware advising, flexible faculty policies, and credit-loss mitigation strategies. Second, transparent access systems, including plain-language benefits guidance, clear website pathways, and financial aid timelines aligned with VA and DoD cycles. Third, belonging-centered campus design, including inclusion of spouses and dependents, peer community spaces, and cultural translation of military norms into academic systems. Fourth, outcomes accountability, including collecting military-connection data at application, tracking persistence and graduation rates, monitoring credit loss and time to degree, and disaggregating student experience data by military status.
A Final Word to College Leaders
Military-affiliated students represent both an equity responsibility and an institutional opportunity. But opportunity only materializes when systems are built for real use, not symbolic recognition. Colleges must become military-supportive institutions by design, not by branding. That shift from marketing to institutional responsibility is where access truly begins.
