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Military and veteran students face many challenges when navigating their journey in higher education. These non-traditional students have varied support needs when attending institutions of higher education that are different than the traditional student today. The purpose of this study is to determine the level of their satisfaction with the current academic and holistic support they are receiving at their college in Pennsylvania. The literature review of this situation shows that the support needed focuses on the areas of these military students' physical and mental wellness, their identity and campus culture, and the barriers and challenges they encounter in the higher education environment. Three research questions will guide the present study: (a) What are SSM/V students' level of satisfaction with the support they are receiving from their current college or university; (b) How comprehensive are support services for SSM/V students; and (c) What additional services may be required as perceived by SSM/V students? The study will survey military students at colleges in Pennsylvania with their responses providing feedback on the level of satisfaction at their institution of higher education. Many of the student veteran populations are now at or near 5% of the total student body at these participant institutions (PASSHE, 2023). The data revealed three main findings. First, SSM/V satisfaction with their institutions support was 94%; indicating that the sample population is satisfied with the support and services received at their respective institutions of higher education. Second, universities maintained or increased support to SSM/V students and met the demands needed for them to pivot to and succeed in online learning platforms and hybrid curriculum during the COVID Pandemic. Last, the results indicated a medium positive correlational relationship between satisfaction and a military friendly environment, with the military friendly variable being the strongest predictor of overall SSM/V satisfaction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

VestibulOTherapy is an emerging frame of reference, grounded in contemporary neuroscience evidence with supporting theories from OT-Ayres Sensory Integration and vestibular rehabilitation. Through its application, children with vestibular under- registration will experience adequate vestibular activation to generate myelination and develop neuropathways supporting communication and learning. Through a combination of etiologies, the suspected prevalence of pediatric vestibular dysfunction impacts approximately 3.3 million US children annually, while few receive appropriate diagnosis or treatment (Li et al., 2016). Delayed maturation of this vital system may be related to increasingly sedentary and low-risk lifestyles or compromise from inner ear functioning. With increasingly sedentary landscapes, evidence-based practice and supporting literature is needed to inform and guide OT practitioners in the identification and application of vestibulotherapies to support children struggling with communication and academic performance. Vestibulotherapy principles will guide therapists in the identification and intervention of delayed vestibular maturation through a combination of clinical and home or classroom-based activities that are embedded into the child's occupations of play and learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]