Things I have noticed and the importance of education

By Frances Alicea

Things I have noticed and the importance of education.

This summer, I’ve been volunteering at the VA clinic, where I’m exploring the issue of healthcare disparities among veterans, especially those from marginalized communities. This issue is complex and deeply rooted in systemic inequities, and it involves a range of stakeholders, both direct and indirect.

Direct stakeholders include the veterans themselves, particularly those who face added barriers to care due to race, income level, disability, or mental health conditions. Many of the veterans I’ve met struggle with navigating the healthcare system, whether due to limited access, lack of trust, or cultural disconnects. VA healthcare providers are also direct stakeholders—they’re the ones offering treatment, managing patient loads, and trying to bridge the gap between patient needs and institutional limitations. Families of veterans are another group directly impacted. Often, they are the ones providing day-to-day care or helping their loved ones seek support, and they experience stress and uncertainty alongside the veteran.

Indirect stakeholders include researchers and public health professionals studying these disparities, as well as policymakers and VA administrators who shape the structure of the healthcare system. Community organizations and advocacy groups also play a major role by offering supplemental services like housing, job support, or mental health counseling. Finally, taxpayers and the general public are indirect stakeholders as well, since veteran care is publicly funded and directly affects the health of our communities.

My connection to this issue is both academic and personal. As a pre-med student majoring in Behavioral Neuroscience, I’m working toward becoming a child-adolescent psychiatrist. I’m especially passionate about equitable access to mental healthcare. My research in UROP has focused on disparities in healthcare access for marginalized veterans, and volunteering at the VA this summer has allowed me to take those academic interests into a real-world setting. My identity and values also influence my connection. I believe that everyone deserves quality, respectful care, especially those who have served our country.

In reviewing current research, I’ve seen a lot of focus on the clinical challenges veterans face: PTSD, depression, substance use disorders, and suicide risk. There’s also growing attention on the racial and socioeconomic disparities within the veteran population. But what I’ve noticed is often missing is what the veterans want. Their lived experiences, their stories, and their trust (or mistrust) in the system. I hope to bring that perspective to the table by listening, observing, and eventually helping amplify those voices through future research and clinical work. I also want to focus more on the intersection between youth mental health and veteran families, since the mental health of caregivers often impacts the younger people around them.

When I think about my role, I see myself most aligned with the “Learner” and the “Advocate.” I want to remain open, curious, and teachable, while also using what I learn to advocate for better systems and more compassionate care. I know it’s not realistic for me to be able to solve everything or know everything, but through teaching others and learning myself, it gives everyone an experience to grow. This has been amplified to me after my sister’s graduation. She has the privilege to be able to graduate and continue her higher education. Many people do not have this option, and they would do anything for this opportunity. I think it’s always important to remain grateful for things that we have the privilege to complain about and celebrate.