Abstract

This study identified best practices for designing and implementing wilderness-immersion programs to support student veterans transitioning from military service to college. It used a sequential explanatory mixed-methods design. Phase 1 of the study involved a Delphi approach wherein an expert panel of program facilitators, university staff, mental health providers, and student veterans rated and refined an initial set of best practices drawn from literature. Veterans Affairs directors provided feedback in a focus group format to refine the framework. This study contributes practical, evidence-based guidelines to enhance the academic, social, and emotional success of student veterans through wilderness-immersion interventions. Findings from the study yielded a comprehensive, consensus-based framework composed of 66 endorsed elements across six domains: Location and Setting, Activity Design, Facilitation Approach, Group Dynamics and Social Bonding, Identity Exploration and Development, and Reflective and Integration Practices. Analysis across the Delphi and focus group data revealed five cross-cutting themes central to effective program design: nature as co-facilitator of transformation, narrative and meaning-making, nervous system regulation, agency and self-authorship, and relational repair and peer belonging. Conclusions from the study suggest that veteran transition programs benefit most when they are trauma-informed, identity-centered, and co-designed with veterans themselves. Implications for practice include the importance of integrating academic support visibly, offering modular participation options, and establishing campus and nonprofit partnerships to support program delivery. The findings extend prior literature by shifting from top-down, clinical or institutional approaches to transition, toward relational and experiential models that engage the whole person. This research offers a transformative vision for how nature-based programs can serve as effective bridges from military to collegiate life, and it provides actionable guidance for practitioners, institutions, and funders seeking to implement such interventions at scale.

Library of Congress Subject Headings

Veterans—Education (Higher); College-student veterans; Outdoor education

Date of Award

2025

School Affiliation

George L. Graziadio School of Business and Management

Department/Program

Business

Degree Type

Thesis

Degree Name

Masters

Faculty Advisor

Miriam Y. Lacey

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