The sun is pouring through my dining room window as I write this in the early morning of Easter 2014–a glorious sun, like a metaphor, like a proof. The season of sacrifice is over, and the day of celebration has arrived.
I made my pig-picking cake this morning, and we feasted on that for breakfast; there is Anthony-Thomas chocolate waiting on the counter. In an hour or two, we’ll get in the car and drive for five hours to the home of Mark’s parents, and we’ll feast again, on traditional Easter noshes provided by Mark’s brother and sister-in-law, Thomas and Susan.
Lent is over; the season of sacrifice is over. But I keep thinking about some young men I met recently. Their time of sacrifice seems to roll on and on.
We were putting together, at the College where I work, a workshop called ‘Dealing with Challenging Classroom Situations,’ and planning what topics to cover: What to do when a student is hostile, or helpless, or rude or distracted. How to proceed when a student stops coming to class or shares dire information about a family situation. What actions to take when a student really seems to need accommodations but refuses to seek them, or conversely, says s/he needs them, but doesn’t have the paperwork to support the claim.
We were talking about which campus experts could best cover which topic when my young colleague Heather made a suggestion.
“Why,” she said, “don’t you talk about about returning veterans in the classroom?”
So that’s exactly what we did. Heather, who is one of our outstanding veterans’ support officers, gave us some scenarios, dug up grant money for refreshments and door prizes, and found three student veterans, all young men, to serve as resource people.
We set up the panel discussion in a ‘speed-dating’ format, so the participants, in small groups, spent fifteen minutes talking to each of five sets of ‘experts’. When the whistle blew (or in this case, when the screaming monkey doll flew to the center of the floor), each group moved to the table to their left, and a new discussion.
There was great information being shared from the Advising Center, from Disability Services, from the Student Success personnel who help track down the absentee student. But what the student veterans had to say impressed people the most. They didn’t talk about their service, except to tell us where they’d served–one in Kuwait, one in Afghanistan, one in Iraq.
“How was it?” someone asked, clumsily.
There was a pause, and then–I’m making up these names–Kurt said, “It was hot.”
Steve added, “It was really hot.”
And Bill agreed. “You’ve never seen hot like that hot.”
And that was the extent of their comments on active duty.
(It reminded me of the only time I’d ever seen my father get truly, white-edged angry. We were at a family-style picnic and an acquaintance of my dad’s was holding forth on World War II.
“I saw my buddies die on either side of me,” the man said. “I’ll never forget how it sounded. I’ll never forget the smell of battle.”
Not long after the man started expounding, my parents bundled us into the old Buick, and we headed home. But before he started the car, Dad–who never got mad, and very seldom used any kind of vulgar language–said, “That horse’s ass was a typewriter jockey. He never left the States.”
He added, “If you’ve been there, you don’t talk about it.”)
What the student veterans did tell us, though, was about the difficulties they encounter transitioning from active duty into the classroom. They don’t like to sit with their backs to a room’s only entry. They are there to learn, and they are really bothered when other students goof off, are rude, or disrespect an instructor.
Kurt told a story about a classmate who, asked to pull something up on a computer screen, displayed a vulgar and distasteful picture.
“The instructor turned beet-red, but tried to play it down,” he said. “She said, ‘Oh, I think you got one of those annoying pop-ups.’ I wish she would have told her, though. I wish she would have kicked her out.”
They talked about the conditions they brought back from war matter-of-factly.
“I let all my instructors know that I might have to leave the classroom when my PTSD kicks in,” said Steve. “They’ve been good.”
They talked about wounds to limbs and wounds to brains. Traumatic Brain Injury was a common enough circumstance to warrant its own acronym–TBI.
And they talked about their struggles in the classroom. Most times, they said, a vet won’t complain. He or she will just cope, or if that doesn’t work, drop the class.
Should we ask veterans to identify themselves in the classroom? an instructor asked.
The young men looked at each other.
If it’s relevant, they agreed. If the class is talking about war, or the military, or a Middle Eastern country, of course, ask if anyone’s been there and done that.
But to recognize vets and say thank you? Not so much, they said.
They just want to get their degrees, move on, and get jobs. They’re not looking for praise or gratitude or recognition. Just make it possible for us, they told us, to get this job done.
After the workshop, a participant said, “Boy, give me twenty four students like THAT in my classroom.”
Amazing, we all agreed. But it was a perilous and overly costly course for these young men to reach their points of extreme maturity.
Much of what the young vets said–and one looked young enough to be a high school senior–nagged at me. I went home and did some research, and what I found isn’t very ‘feel-good’ information.
An article in the Huffington Post (3/19/13), tells me the transition back to civilian life is fraught with hardship. Unemployment for post-9/11 vets is higher than the national average. Medicine, the article said, is making it possible for veterans to survive with catastrophic injuries–or, to be blunt, wounds that not so long ago would have killed the veteran are being treated successfully, and people are returning to civilization a different form of themselves–missing limbs, brains irreparably damaged or changed,–and they are expected to get back to normal life.
In 2010, the article stated, 22 returning vets committed suicide EACH DAY, and 228,875 vets who served in the Middle East conflicts had Post Traumatic Stress Disorder.
Homelessness among returning vets, according to the Huffington Post, was still way high, but getting a little better. At the same time, veterans’ education benefits were being suspended by several branches of the military.
I got on the Wounded Warrior website and reviewed the results of their survey of the veterans who, returning with one of those catastrophic injuries and looking to the program for help, had offered their insights. Depression and PTSD hover around 75 per cent for this group; they have sleep issues, and their energy is low, and many state that they require the assistance of another person or program to get through the day. It’s an eye-opening report; if time allows, you may want to look it up.
What can we do? The best I’ve been able to come up with is to create a place where we can comfortably talk. In a kind of accidental serendipity, and because of Heather’s outreach, the workshop provided that. It opened my eyes, and the eyes of my colleagues. I’m proud to work at a College with an official “Veteran Friendly” designation, proud of my colleague Heather and the wonderful work her office does.
This Easter morning unfolds, and my silly little sacrifices–no chocolate, no soda pop, no noshing after dinner–come to an end. There ought to be a different word for that kind of giving up, a smaller, less consequential word, than the one used to describe what the young veterans we talked to gave up in their active duty tours.
I hope, on this day of celebrating new life, that each of them can find that, can move beyond the nightmares of the memories they’ll never share to a future that is rich in achievement and joy.
So here’s my prayer this Easter season: Lord, help returning veterans find a place where life holds joy and promise again. And help us end this fighting, in a swift, just, and compassionate way, so no more young people have to make this transition. Amen.