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HE provider good practice briefing for UK Armed Forces veterans and Service Leavers

This briefing is for staff working in universities and colleges, supporting the introduction of the new UCAS flag to identify UK Armed Forces veterans and Service leavers from 2023 entry. We have worked with the Ministry of Defence to outline the common challenges for these students, share examples of good practice from around the UK to improve access to and success in higher education, and provide considerations ahead of the new question.

If you're a student, please visit our information and advice page for Service leavers or veterans. 

If you're a teacher, adviser or parent, our adviser toolkit contains practical tips and advice on supporting Service leavers or veterans. 

Who are Service Leavers and veterans?

The UK Government defines a veteran as someone who has served for at least one day in the UK Armed Forces (as a Regular or Reservist). The term ‘Service Leaver’ offers a broader description of someone in transition from the Armed Forces, or whose service has already ended. These terms are used interchangeably, but individuals may have a personal preference, so we refer to both in this document.

According to Ministry of Defence (MOD) data, an estimated 2.5 million UK Armed Forces veterans live in Great Britain, making up approximately 5% of residents in England and Scotland, and 6% in Wales. They are less likely to have a degree (20%) than non-veterans (30%), but more likely to have gained other qualifications during their career and transition. There is a higher likelihood they will work in public administration and defence (12%) than non-veterans (6%), as their skill set is well-matched to that required by the emergency and security services, and civilian government jobs.

Service Leavers and veterans will come from diverse backgrounds, so admissions staff should consider these variances within their individual context, making use of additional indicators and any intersectionality. For example, as mature students, they may have additional support needs not linked to their Service experience. We recommend providers read our research into the characteristics of mature applicants, and refer to our good practice briefings for students with caring or parenting responsibilities, where appropriate.

Support for these students at HE level

When someone leaves the Armed Forces, a resettlement phase helps them prepare for discharge. During this period, Service Leavers can receive support with finding employment, training, and education. Recently, an increased recognition of the contributions made by those who have served in the UK Armed Forces has highlighted that higher education (HE), can be a key step towards a successful transition to civilian life – and their ongoing career.

In 2014, an independent review of veteran transition highlighted the broad provision for education and training offered to serving personnel, including Enhanced Learning Credits (ELC) and Publicly Funded Further and Higher Education (PFFE/HE). However, take up of these opportunities has been lower than expected, and a lack of accessible information about them – at both the individual level, and through the chain of command – may a factor. There are differences in the provision available in Northern Ireland.

In April 2019, the Department for Education (DfE) and MOD jointly called on universities to support people from Armed Forces backgrounds by signing the Armed Forces Covenant, and the DfE committed to continued funding for the Service Leavers Scheme, which pays tuition fees for those without prior experience of HE.

The Covenant is the nation’s ‘promise’ that those who serve, or who have served, in the UK Armed Forces (and their families) will be treated fairly. The MOD works with employers, local authorities, charities and community organisations to provide support in key areas such as healthcare, housing, and education.

In Scotland, a Veterans Commissioner was appointed in 2014 to ‘improve outcomes and be an ambassador for veterans in Scotland’. The Commissioner has overseen work in the HE sector to support veterans with articulation (as per Commission on Widening Access recommendations), the development and dissemination of targeted information and advice, and to establish a network of champions in all Scottish universities and colleges to be the first point of contact for veterans.

In Wales, an Armed Forces Expert Group advises how public services can meet the needs of current and former members of the armed Forces.

The UCAS application

To support the identification of students with individual support needs, UCAS has introduced a series of new questions into the application from 2023 entry. One of these questions enables UK Armed Forces veterans and Service leavers to self-declare their circumstances:

armed forces question

Read more about applying to university if you are a Service leaver or veteran. 

For more information about answering this question read our FAQs. 

This question is supported by extended FAQ-style help text to clarify why we ask this question, how the student’s information will be used, and the support they may be able to access by sharing their circumstances.

Use of this question 

This question has been introduced to help universities and colleges connect with this type of students, to offer the  support and information they will need to make the transition to higher education and succeed in their studies. 

This information is not verified by UCAS; universities and colleges are expected to make contact with the student directly to discuss their support needs in more detail and check eligibility for any bursaries or other support packages. UCAS expects this information will be shared with staff members responsible for arranging any support or helping students through the application and into higher education as required (e.g. the student support team, widening participation team).

 

Three key challenges for Service Leavers and veterans

1. Recognition of unique skills and experiences

Service Leavers and veterans often lack the ‘standard’ qualifications required for entry to HE. However, they will have gained skills, experience and knowledge during Service and completed internal training. There is growing recognition and accreditation of prior learning (RPL/APL) by HE providers, some specifically referencing current or former members of the Armed Forces, but it is not always fully transparent for prospective students. There is work in progress to accredit this learning against national qualifications, or to enable credit transfer by HE providers.

2. Access to information and advice

For individuals in the early stages of resettlement, information is usually accessed through dedicated MOD resources, such as the Careers Transitions Partnership (CTP). Several schemes exist to help veterans access HE, but the information can be confusing – especially when it comes to understanding the diverse provision and practices of individual providers. This can be exacerbated if a prospective student does not hold standard entry requirements (as above).

3. Mental health and wellbeing

For veterans and Service Leavers who have experienced active duty, there is an increased risk of mental health conditions. While many individuals will have subsequently undergone, or be undergoing, medical or psychological care (e.g. through the NHS Transition, Intervention and Liaison Service (TILS)), not all will have sought professional help. For some, the transition to civilian life itself can be difficult and the readjustment can present challenges – both practical and personal. In some cases (e.g. through injury), their discharge may have been an unplanned and unwelcome change.

 

Considerations ahead of the new question

To support pre-applicants

  • Is the support you offer clearly signposted on your website (preferably on a dedicated page for students from a UK Armed Forces background) and through student support services?
  • Is there a designated contact in student support services with contact details clearly signposted on your website? Do they fully understand the needs of and challenges for veterans and Service Leavers, or would they benefit from additional training?
  • Do you include clear information about RPL/APL on your website, and do you signpost prospective students to this information – particularly those who are not applying via a ‘traditional’ route?
  • Are marketing and recruitment teams aware of the support available to Service leavers and veterans, and is this flagged at recruitment events?

To support applicants

  • What opportunities will Service Leavers and veterans have to tell you about their circumstances in the admissions process (e.g. during enrolment), if they choose not to declare this on their UCAS application?
  • What processes are in place to (sensitively) share information about an applicant’s declared circumstances with your student services team? Are all parties involved aware of their responsibilities and next steps?
  • Is the information relayed to the student’s academic tutor? Are academic staff aware of the needs of Service Leavers and veterans, or would they benefit from further information or training?
  • Do you contact students early in the cycle, so they know who to contact with any questions or support needs instead of after Confirmation?

To support transition

  • Are students made aware of any provision through which they can prepare for their studies ahead of transition (e.g. summer schools, workshops)?
  • Do you contact students ahead of their arrival to provide details of health and wellbeing support services available through the university, and to encourage contact to discuss any concerns or needs?
  • What measures are in place to support students living off campus with establishing social networks and integrating fully into wider student life?
  • Do students fully understand what support they will receive before they arrive, and know what to expect on their first day?

To support ongoing study and graduation

  • Are the three key challenges for Service Leavers and veterans (as outlined above) covered, or is further provision needed?
  • How will you support this group with making the transition from HE into employment (e.g. work experience, careers advice)?

 

Examples of good practice and support for Service Leavers and veterans

17 universities and colleges across the UK specifically refer to Service Leavers and veterans in their 2019/20 widening access and participation plans (e.g. Access and Participation Plans in England, and Outcome Agreements in Scotland). Below, we present a selection of good practice from these providers for consideration. 

Examples of ‘quick wins’

  • Highlight different, flexible routes (e.g. Higher National qualifications) and modes of study (e.g. distance learning), that Service Leavers and veterans might find attractive – alongside clear information about RPL/APL procedures.
  • Include case studies of current of former students on your website showing how HE has helped them develop their careers.
  • Recognise the key challenges, and unique experiences, of Service Leavers and veterans during the admissions process, and consider them within any contextualised admissions policy.
  • Identify any staff members with an Armed Forces background who may be keen to drive change in this area using their personal expertise and experience.
  • Celebrate events such as Armed Forces Day and Reserves Day, to show support for the Armed Forces community, and highlight the achievements of Service Leavers and veterans who have taken a higher education programme.
  • Workshops for admissions staff about  RPL/APL procedures, from enquiry through to application.
  • Clearing ‘scripts’ give students an opportunity to share any personal circumstances or support needs.
  • Regularly check the Student Loans Company’s campaigns page and make sure you are registered to receive updates from your regional SLC account manager.

Examples of medium-term changes 

These may require changes to current plans, policies, or processes

  • Sign the Armed Forces Covenant to demonstrate your commitment to supporting the UK Armed Forces community,
  • Appoint an Armed Forces Champion to support prospective and current students with access to HE and advise on course choices, finances, health and wellbeing, as well as work with the university or college to ensure the needs of veterans and Service Leavers are understood and addressed. Their contact details should be easily accessible (e.g. on your website).
  • Specifically mention Service Leavers and veterans in your widening access and participation strategy (e.g. Access and Participation Plans in England, or Outcome Agreements in Scotland).
  • Careers advisers trained to help Service Leavers and veterans with their ongoing career choices, and to link them with appropriate national and local services. Training refreshed regularly (particularly for new staff) – preferably in conjunction with the Armed Forces Champion.
  • Host free events for local Service Leavers and veterans that showcase the opportunities available in higher education, share stories from those who have benefited, and provide information and advice on available courses and support.
  • Current or former students from an Armed Forces background acting as ambassadors to and giving their own experiences and advice to prospective students.
  • Train students from an Armed Forces background to peer mentor future students in similar circumstances.
  • Work with the local authority, community groups, and local Covenant partnerships to share resources and opportunities, and to target Service Leavers in the surrounding area.
  • An up-to-date policy for Service Leavers and veterans, clarifying the support they can expect, and staff roles and responsibilities.
  • Offer support to help students fill any skills gaps by signposting study skills sessions, and offering access courses, workshops, summer schools, and MOOCS.

Examples of longer-term changes, which may require planning and substantial changes

  • Progress tracking of Service Leavers and veterans with an evaluation of the support provided, and an impact assessment to ensure support is effective.
  • Recognition of prior learning (RPL) for relevant courses to give individuals, with a minimum length of Service, credits to acknowledge knowledge, skills and experience gained during their time in the UK Armed Forces.
  • Become an Enhanced Learning Credits (ELC) approved provider.
  • Develop partnerships with Armed Forces charities to encourage veterans and Service Leavers to apply for a higher education course.
  • Offer courses specifically tailored to the experience and skills of ex-military personnel.

Useful links and support