Student Veterans in Higher Education: A Narrative Review of Enablers, Barriers & Universal Design for Learning Strategies

This narrative review examines the enablers and barriers experienced by student veterans in post-secondary education and explores how Universal Design for Learning (UDL) principles can address their unique needs. While previous reviews have examined best practices for serving student veterans (Klaw et al., 2021), this review specifically focuses on synthesizing evidence about UDL implementation and its applicability to veteran learners, providing practical guidance for creating veteran-ready learning environments. The review synthesizes peer-reviewed literature on student veteran experiences in higher education, with particular attention to studies examining support strategies and UDL applications. Multiple education databases were searched for articles published between 2008–2024 addressing student veteran enablers, barriers, and instructional interventions. The review employs thematic analysis to identify patterns across studies and examines how UDL principles align with documented veteran needs. Key enablers include peer support networks, recognition of military experience, flexible learning options, and dedicated veteran services. Primary barriers involve cultural transitions, bureaucratic processes, invisible disabilities, and balancing multiple responsibilities. The review identifies strong theoretical alignment between UDL principles and veteran needs, though empirical studies directly testing UDL interventions with veteran populations remain limited. Evidence suggests UDL's emphasis on multiple means of representation, engagement, and expression addresses many documented barriers. Finally, this review uniquely synthesizes student veteran literature through a UDL lens, explicitly connecting documented veteran experiences with evidence-based instructional design principles. By mapping veteran-specific enablers and barriers to corresponding UDL strategies, this work provides actionable guidance for educators and administrators seeking to create more inclusive learning environments. The review also identifies critical gaps in empirical research on UDL implementation with veteran populations, establishing directions for future investigation.