Q&A with Dr. Abby Kinch, Vice President of Research at Student Veterans of America (SVA)
Please tell us about Student Veterans of America’s (SVA) mission.
At SVA, our mission is to empower student veterans and military-connected students to achieve their greatest potential “to, through, and beyond” higher education. We see education not only as a bridge to opportunity but as a catalyst for transformation – both for individuals and for the broader society they have served and will continue to serve. Through our network of campus chapters, research, and national advocacy, we ensure student veterans have the resources, support, and community they need to succeed academically, professionally, and personally.
Since our Founder’s Day on Jan. 23, 2008, we’ve grown exponentially in what we offer and how we serve student veterans, active-duty students, and students who are members of the National Guard and Reserves, family members, caregivers, and survivors. We’ve grown to a network of over 1,600 SVA chapters and have introduced the SVA Advising Center and SVA Career Center, all of which make up the SVA Success Hub. Just last year, our Success Hub core programming directly impacted over 3,400 individual chapter members and indirectly impacted over 100,000 student veterans. We’ve also contributed to over 6,400 service hours in the communities that are home to our chapters.
The success of SVA is best illustrated through the countless stories of student veterans who have turned their ambitions into achievements. From a Marine Corps veteran who started as a community college student and now leads in a Fortune 500 organization, to a former Army medic who, with the support of their chapter, pursued a dream of becoming a doctor and is now providing care to underserved communities – these stories remind us of the transformative power of education and the strength of community.
SVA chapters across the country have created spaces where student veterans thrive. On one campus, an SVA chapter worked tirelessly to establish priority registration for veterans, ensuring they could access the classes they needed to balance academic goals with family and work commitments. On another, chapter members launched a mentorship program connecting incoming student veterans with seasoned peers, fostering a culture of support that has increased graduation rates and career placement success. These stories and initiatives are just the beginning. They speak to the heart of what we do: empowering veterans to lead in their classrooms, communities, and careers. Together, we are shaping a future where every student veteran’s journey is marked not only by success but by the ability to create lasting, positive change in the world.
How has being a member of the Veteran Wellness Alliance enhanced the mission of SVA?
Partnerships like the Veteran Wellness Alliance enable us to better address the holistic needs of student veterans. Academia is not the only focus in a student veteran’s life, and wellness is not just a personal journey; it’s a foundation for academic and professional success. The Alliance amplifies our efforts by connecting student veterans with trusted resources and programs that focus on mental health and overall well-being. Through collaboration with other peer organizations and the nation’s top care providers, we can tackle challenges that no single organization could solve alone, ensuring our members have the tools to thrive in all aspects of their lives.
This spirit of collaboration is exemplified through the opportunities we create to partner with other peer groups on programming, particularly at our National Conference. Organizations like the Wounded Warrior Project (WWP), Team Red, White & Blue (Team RWB), and the Travis Manion Foundation have led impactful sessions for our members, focusing on leadership, wellness, and community engagement. Beyond the conference, our chapters actively engage with these organizations at the local level. For instance, many have participated in Team Rubicon’s disaster relief efforts, stepping in to help their communities recover from natural disasters. These shared experiences highlight the strength of partnerships and the collective power of organizations working toward a common goal.
By connecting our chapters with these incredible peer organizations and by giving them access to a network of incredible care providers, we’re equipping student veterans not only to succeed in school but to contribute meaningfully to their communities and grow as leaders in all areas of their lives. Together, we’re building a network of support that ensures no student veteran has to face challenges alone.
Tell us about your military service and how you became involved in your work with veterans.
My journey began in the U.S. Air Force immediately after Sept. 11, 2001. I quit school to enlist, driven by a desire to serve, and had the privilege of working as an intelligence airman. Transitioning from service to civilian life was a deeply personal experience – one that brought into focus the unique challenges and opportunities veterans face. With the passage of the Post-9/11 GI Bill, I decided to continue my journey through higher education.
At first, I had no interest in connecting with other veterans on campus. My own transition had left me feeling disconnected from that part of my identity, and I was determined to take a straight path to graduation, keeping my head down and avoiding distractions. However, that path felt isolating. I had only one friend with whom I shared any connection – she, like me, was older and had taken a less traditional route to college.
Then I met Amanda Miller, a Marine who refused to let me stay on the sidelines. She dragged me to the student veteran center, and it changed everything. For the first time, I found a sense of belonging in higher education – a community that understood the complexities of our shared experiences and encouraged me to see my identity as a veteran as a strength rather than a barrier.
Becoming part of this community reignited my sense of purpose and fueled my passion for advocating on behalf of student veterans. It began with leading my own SVA chapter, where I worked to create the same environment of connection and support that had been so transformative for me. That passion has since evolved into my current work, where I strive to amplify the voices and experiences of veterans, ensuring they have the tools and community to succeed in their unique journeys.
What would you say is the main reason veterans join SVA campus chapters?
In a word, community. In fact, it’s the first of the values we put into all of the SVA programs that our national headquarters organizes. Veterans join SVA campus chapters to find a place where they belong – a group of people who share not just a background of service but an understanding of the unique challenges, strengths, and perspectives that veterans bring to higher education. For many veterans, the transition from the military to the classroom can feel isolating, as they move from a structured and team-oriented environment to one where independence and individualism are often prioritized. Campus chapters bridge that gap, offering camaraderie that feels familiar and grounding, while fostering new connections with peers who “get it.”
These chapters go beyond just providing a social outlet. They create an environment where veterans can mentor one another, sharing insights about navigating not only academic life but also personal and professional challenges. From helping new members understand how to maximize their GI Bill benefits to providing guidance on balancing family, work, and education, these peer-led groups often serve as lifelines.
Chapters also serve as hubs for advocacy and empowerment, giving veterans a collective voice to advocate for policies and resources that directly impact their academic and professional success. Whether it’s working with campus administrators to implement veteran friendly policies, organizing events to raise awareness about veterans’ issues, or partnering with local organizations to give back to their communities, SVA chapters exemplify what it means to lead through service. We like to call SVA chapters the “gateway to the university” because they often open the door for veterans looking for other communities on campus as well, such as another student organization, Greek life, student government, or even the band or football team.
Perhaps most importantly, these communities remind veterans of their resilience and potential. They foster a sense of purpose and belonging that transcends the classroom, instilling confidence that they are not navigating this journey alone. Through shared experiences and collective action, veterans in SVA chapters discover that their service may have ended, but their impact is far from over.
What is something you wish civilian students and higher education leaders understood more about student veterans?
I really wish students and higher education leaders understood the extraordinary depth of experience and perspective that student veterans bring to campus. Veterans are not nontraditional students in the sense of being outsiders – they are assets. They’ve led teams, managed crises, and developed skills in environments most people never experience. Yet many veterans, especially those who served in enlisted roles, often face a deficit model of thinking in higher education – a perception that their educational journey is somehow less valid because they didn’t take the “traditional” path from high school to college. This idea that the “right” or “ideal” pathway is a direct transition from high school to college overlooks the realities and aspirations of many veterans. For the majority of those who enlist, education benefits – like the GI Bill – are the primary reason for joining the armed forces. They chose a different route to higher education, one that required incredible discipline, sacrifice, and service. Yet, too often, their journeys are met with skepticism or reduced to assumptions about academic unpreparedness or lack of ambition.
In reality, veterans bring a wealth of lived experience to the classroom that many traditional students simply haven’t had the opportunity to develop. They’ve worked in high-stakes environments where critical thinking, teamwork, and leadership were nonnegotiable. They’ve learned to adapt quickly, solve problems under pressure, and communicate effectively across diverse teams. These are the very skills that higher education seeks to cultivate, yet veterans arrive on campus with them already honed. At the same time, it’s important to acknowledge that many veterans carry invisible burdens from their service – whether it’s navigating the physical and emotional toll of their experiences, balancing family responsibilities, or learning how to adapt to an environment where their background isn’t always understood. Higher education leaders and students alike should shift away from viewing student veterans through a deficit lens and instead recognize the immense value they bring as learners, leaders, and community members.
By engaging with student veterans, not as exceptions or outliers but as integral contributors to campus life, institutions have the opportunity to tap into perspectives that enrich discussions, challenge assumptions, and inspire innovation. Veterans’ journeys may not align with traditional norms, but they represent paths of perseverance, determination, and success that can serve as powerful examples for all students.
What are you most looking forward to, or what gives you hope for the future of wellness in the veteran and military service space?
What gives me so much hope is the growing recognition that wellness is multidimensional – it’s about mental, physical, social, spiritual, and financial health working in concert. Wellness is no longer seen as simply a reactive measure to address immediate challenges, but as an essential, proactive part of the military and veteran journey. This shift inspires me, as it acknowledges that the well-being of veterans is foundational to their success in higher education, their careers, and their lives beyond service.
At SVA, one of the most exciting developments in how we incorporate wellness into our mission is the expansion of the Edelman Scholars program, a scholarship to provide financial support to student veterans studying in the mental health and wellness fields. At our national conference earlier this month, it was announced that the program will now support five students every year. These scholars represent the next generation of veteran leaders, focusing on groundbreaking research in the wellness space that impacts not only student veterans but the broader veteran community. Their work sheds light on the complexities of wellness, from mental health to financial stability, and informs actionable strategies to improve the veteran experience.
Additionally, our launch of research into the basic needs of student veterans, also announced at our national conference at the beginning of January, is a game changer. We’re expanding our understanding of what basic needs truly mean – not just food and housing security, but social needs and the importance of community. The findings are showing us that wellness isn’t just about individual health; it’s about connection, belonging, and the support networks that allow student veterans to thrive. We’re also incorporating mental health care into our studies on health care needs, recognizing that addressing mental wellness is as critical as physical wellness in supporting veterans’ overall well-being.
As we continue to break down stigmas around seeking help and foster stronger connections between organizations, I’m optimistic that the next generation of veterans will have more than just access to resources – they will have a culture that prioritizes their well-being at every step. By treating wellness as a priority rather than an afterthought, we are building a future where veterans don’t just navigate their transitions – they succeed, supported by innovative research, impactful programs, and an empowered community that stands behind them.
Learn more about the Veteran Wellness Alliance.
