Transitioning from military to civilian life is rarely straightforward. For many service members, the shift is disorienting, marked by the sudden loss of structure, mission, and shared purpose that defined their service. What once provided clarity and direction is gone, leaving them searching for new ways to make meaning, to contribute, and to find a sense of belonging in civilian life. Joshua Shinn witnessed this firsthand. During his five years teaching English courses aboard Navy ships through the Navy College Program for Afloat College Education (NCPACE), he witnessed how the military prepares sailors and Marines for their roles at sea, but not for life back on land.

Shinn saw service members return home after their time in service to families and communities eager to welcome them, yet the transition often felt incomplete. The structure and mission that once guided their daily lives disappeared, leaving many unsure of how to navigate civilian roles. "The military does a great job of training them to be soldiers, sailors, or Marines," he reflects, "…but not to be civilians again."

This insight became the foundation for the Veteran R.E.A.D.S. program (Resilience, Education, Advocacy, Dialogue, Service) at the University of Missouri, Shinn now directs the program he founded, with support from Missouri Humanities. Rooted in bibliotherapy, the program is simple in practice yet profound in impact: veterans and first responders gather twice a month to reflect, write poetry, share meals, and serve the community. Shinn often reads selected passages aloud to the group, creating a moment of calm and connection. "Being read to takes you back to your youth, when someone cared enough to read to you," he explains. "It feels like love. For a moment, there's no war, no PTSD, just being yourself and feeling safe."

For many veterans, these moments of human connection are rare, and in their absence, some turn to social media as a substitute. Shinn highlights the limits of these platforms, noting that while online interactions can give the appearance of connection, they often leave veterans feeling isolated and unseen. "Likes and comments are not the same as being seen and heard," he explains. Programs like Veteran R.E.A.D.S. counter this by fostering real belonging through face-to-face interaction, creating spaces where veterans and first responders experience genuine human connection.

Creating judgment-free spaces where stories can be shared without political commentary or pity, Shinn enables participants to rediscover coherence, belonging, and purpose. Yet the program reaches further than literature. "PTSD does not care what uniform you wear," he notes, emphasizing that firefighters, EMTs, and police officers also need spaces where trauma can be processed and carried together.

Shinn's vision continues to grow. His next step is launching a Veteran R.E.A.D.S. podcast to bring veterans' stories to a national audience, while also exploring ways to help other colleges replicate the model. His conviction is straightforward but powerful: "We equip veterans' minds one story at a time."

Why This Work Matters

Shinn's approach may feel intuitive, but it is backed by decades of research in trauma recovery and educational practice. Psychiatrist Bessel van der Kolk has emphasized that reciprocal social support, meaning being truly seen and heard by those outside one's narrowly defined group, is central to healing. Equally important is learning to "live fully and securely in the present," a practice often linked to mindfulness.

These ideas are at the heart of narrative medicine, a practice that has gained traction in medical schools in response to practitioner burnout and patient depersonalization. As Rosemarie Dombrowski argues in her essay "Narrative-Poetic Medicine for Student Veterans in Higher Ed (and Everyone)," narrative work allows veterans to tell their stories, process transitions, and feel recognized as whole persons rather than case files.

Similarly, Heriberto Arámbula, Ph.D., makes the case that storytelling is not just beneficial but essential in higher education programming for military-affiliated students. In "Why Storytelling Should be an Essential Part of Your Military-Affiliated Services and Programming," he explains that storytelling facilitates identity deconstruction, reconstruction, and integration. It reframes veterans as resilient, diverse, and adaptable, which are precisely the qualities that higher education should be nurturing, not overlooking. In other words, Shinn's work does not just reflect his personal experience; it embodies an evidence-based, research-backed approach to supporting veterans and first responders in higher education and beyond.

The Bigger Picture

National data underscores why initiatives like Veteran R.E.A.D.S. are urgent. According to the Student Veterans of America (SVA) Million Records Project, between 2002 and 2010, student veterans using GI Bill® benefits graduated at a rate of 51.7%. This figure is far higher than the widely cited "88% dropout rate" once circulated, but it still means nearly half of veterans left college without a degree. Meanwhile, research shows almost half of student veterans report suicidal thoughts, with PTSD and depression as persistent barriers.

The problem is not a lack of resources. Millions of GI Bill® dollars flow into higher education annually. The problem is that too many institutions still view veterans through a deficit lens, as if they lack what it takes to succeed, rather than recognizing the strengths they bring. This perspective ignores the discipline, adaptability, leadership, resilience under pressure, and strong sense of mission that veterans carry, qualities that translate directly into academic and professional success. Veterans deserve support, not pity, and a place on campus where they feel they truly belong. Veteran R.E.A.D.S. flips that narrative, offering a human-centered approach that recognizes these strengths, fosters belonging, and eases the transition back to civilian life.

What Colleges Can Do

For administrators, faculty, and staff, Shinn's work offers both inspiration and a replicable model. To follow his lead, campuses can:

• Create storytelling spaces: Facilitate programs where veterans feel comfortable sharing their experiences in service.
• Reframe success: Emphasize resilience and adaptability instead of "at-risk" labels.
• Foster belonging: Develop initiatives, mentorships, or programs that give veterans a sense of place and genuine human connection on campus.
• Partner with Joshua Shinn: Connect with him to bring the Veteran R.E.A.D.S. program to your campus and build a supportive community for veterans.

Joshua Shinn is eager to see the Veteran R.E.A.D.S. program expanded to campuses nationwide and is ready to work with others to share best practices and help build similar programs.

Article Topics

Military Friendly Institutions Research on Student Veterans Serving Military in HigherEd Veterans Academic Success

Republish this article for free. We want to make it easier for you to share knowledge and creativity, and encourage you to reuse our articles under a Creative Commons license.