Thanksgiving Tips For Parents of College Freshmen

Thanksgiving Tips For Parents of College Freshmen

By Kathleen Volk Miller

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By 11:30 a.m. on Thanksgiving morning your college student has not even gotten up to go to the bathroom. You know this because you have been downstairs banging pots and pans around since 8:00 a.m.

 

Your child is coming home for Thanksgiving, for 3 days or 5 days or a week. You haven’t seen him since parents’ weekend in late September, and what with all of your time together being in public—the school’s organized events, the restaurants, the hotel—that visit barely counts.

I’m a college professor, and your son or daughter has spent more time with me than you the past two months. If I wasn’t also a mother, maybe I wouldn’t see the fear right beside the bravado, fighting for dominance on the freshmen’s faces. I saw her on the first day, looking neither to left or right and fixing squarely on me, fussing with her coffee, because she’s allowed coffee in the classroom and so she brings it to class because she can. I’ve seen your boy start to laugh at something and then catch himself, wonder if he’s blown any kind of cool he’s built up. None of them realize the others are just as scared, no matter what we, professors or parents, tell them.

I have watched your child establish certain patterns, the coffee, the route to class. But he is nowhere near mastering the best time to do laundry or how to quickly find his ID when he comes back into the building, what pocket he should keep it in. Your freshman is still very fresh.

And now your child is coming home, with everything that home means. You pick her up at the train/bus station/airport and you drive so you have to look at the road and you aren’t able to stare at her, which you’re both afraid you will. Count to three (in your head) when you hug, or else you will lose track of time; she’ll hear you breathing her in; she’ll sense you’re not going to let go. You chat about simple facts that can be covered—who is at home, when others are arriving, the new butternut squash dish you’re making for Thanksgiving.

But then you get home and your son reaches in the back seat for the duffel of dirty laundry and you notice for the first time something different about his face—an angle, a shadow that wasn’t there before. You are trying not to stare and your kid is out, up the front steps and shouldering the door before you are fully out of the car, you are just watching like this isn’t your driveway anymore. Don’t worry; it is yours, it’s just different now.

You get in the house and exhale and see that your college kid has moved straight to the kitchen and you are thrilled—this is something you know how to do—you know how to feed your kid, so you practically bound into the kitchen, but try to hide your enthusiasm, your joy at doing something you so often resented. Assume the position you hated to find him in, just a few months ago, look casual while you prop the fridge door open on your hip, and stare inside, looking for something, and ask, “Hungry?”

The turkey sandwich is in front of her now, with salsa and mayo and lettuce, like–you forgive yourself for thinking this—like she has not had for 9 weeks. Sandwiches are always better when someone else makes them, and you are still her mother; yours are still the best.

But everything feels different in this November early dark and now you are staring at her. And you know you shouldn’t, that you have to stop, but you cannot help yourself, because look at her: The softness under her chin is gone. You cannot see that blue vein you used to stroke for hours while she nursed. Don’t worry, it is still there, it’s just under the surface.

Your other daughter finally pulls herself away from her room of devices and joins you in the kitchen. When you say, “We’ve been home 20 minutes,” she says, “I know” and holds up the flat face of her phone. You don’t know if they’ve texted or the returning daughter posted something on some form of social media. It doesn’t matter: Know that you have to leave the kitchen very soon. They begin to talk, to say what they can in front of you and you can see so much under this surface talk, waiting to be said: leave the kitchen, like a good mother. Just as much as you are thrilled with the relationship between your daughters you can’t help but sting a little, feel a little sore in a band right across your chest, because they don’t both want to share it all with you, only you, interrupting each other, sidling against each other trying to step just one millimeter closer to you, to you, to you. Like after-school time when they were at the grade school three blocks away and came in together bubbling with stories, legs, clad in pastels, tangling, pink and blue and yellow papers falling out of their backpacks. They have things to say to only each other now, and as you move up the stairs they are already laughing, a different laugh than grade school, to be sure, but laughing; hold your fist to your heart in both joy and pain and continue up and away from them.

Prepare yourself: by Wednesday night all of the high-school friends are also home, and they pull together like magnets. It’s a good thing—of course you want her to continue these friendships, despite what one mother told you about another’s daughter, despite what you believe you can predict about any of their futures. They gather at your house, but it cannot contain them all, whoever they are now, and whatever it is that compels them back outside cannot be stopped. They drive around. They text each other from two cars away in the convenience star parking lot—still posing like they did in high school, making decisions of import on whose house to converge on—and leave—next. When you hear them go out, know that they will be back. When they come back, hunker deeper under your covers, revel in the fact the kids are in their rooms, your family is breathing the same air. Rest easy.

By 11:30 a.m. on Thanksgiving morning your college student has not even gotten up to go to the bathroom. You know this because you have been downstairs banging pots and pans around since 8:00 a.m. Do not make more noise then you need to, but now, at 11:20 a.m. you do not need to try to be quiet. When they were little, the day before Thanksgiving meant watching a movie and ordering pizza, which you always joked about since your fridge was barely able to shut, the counters full. You didn’t let yourself look at the clock when he got in last night, but it was 2:45 a.m.

Keep cooking. You think you’re angry but you’re not. It’s just that you want him there, at the counter, always. He will be down soon. Yes, somehow your son’s voice is deeper. Somehow he did grow two or three inches in nine weeks. Your daughter’s face is older in a way you can’t explain. She can’t already have wrinkles, can she, but yes, something has changed around her eyes. You can hug her again when she comes into the kitchen; she’ll allow it if you count to three.

Later, when bottles of hard cider are being distributed don’t wonder how you will be judged if you hand her one. Have one yourself. Your sister will engage her in a conversation about immigration that she would never get into with you. Your son will still drink orange juice out of the carton but he will take out the trash without being told for the first time in his life. Allow the pride and pain to battle inside you like her fear and courage, every day. You have both been in training for this since the day she was born.

Kathleen Volk Miller has written for Salon, the NYTimes, Family Circle, and Philadelphia Magazine and has work forthcoming in O, the Oprah Magazine and others. She is Director of the Graduate Program in Publishing at Drexel University and co-editor of Painted Bride Quarterly.

Photo: gettyimages.com

When ADHD Goes to School

When ADHD Goes to School

By Keaghan Turner

Converse C w colorIt’s about that time in the semester when the first paper due date looms on the syllabus, and college students start pulling out their ADHD. They approach the lectern after class and spill their psychological guts. About their quiz grades … about the paper length … about that first novel we read … about their paper topic.

Eventually and awkwardly they get to the point, trotting out what I know is coming: They have ADHD. They might need an extension, they’re planning to come by office hours, they can’t remember what they read for the quizzes, they had a tough time getting through the whole book, their doctor is adjusting their Ritalin or Adderall or Vyvanse dosages. “Yeah, yeah, yeah,” I would think. “If I had a nickel,” I wanted to say. What a pop-psychology diagnosis! What a crutch! I shook my head in academic dismay over such a Made-in-America “disorder.” How could so many parents be hoodwinked by the big pharmaceutical companies? Maybe if they made their kids read a book once in a while instead of allowing them to play video games for hours at a time they wouldn’t have ADHD. What is the world coming to when college kids need medication to help them read, write, and study? Why are they in college if they can’t do what kids are supposed to do?

Turns out, ADHD is real. At least, it is at my house. And no one was more surprised than me. I wound up with a toddler who might be down the street—naked—before I realized he had left the kitchen, who couldn’t be trusted not to draw blood on the playground, and who broke my nose once (at least) by throwing his aluminum thermos at me from point-blank range. “This is not normal!” I cried, holding an ice pack to my nose. My little boy McDiesel faces off with Escalades in the middle of the street, he cannonballs into the hot tub, he smashes Lego Starfighters—with no provocation or warning—that his big brother has painstakingly built. He has shattered two flat-screen tvs and one MacBook, pulled a leaf of the kitchen table clean off its hinges, and reduced a 1920s mahogany dining room chair to sticks. He is fierce. Feral.

My mother said it was lack of discipline. Friends said it was the Terrible Twos (and then Threes!). Doctors started saying things like it was too early to say for sure if it was ADHD, and that we wouldn’t want to jump to the conclusion that it was ADHD.  My husband didn’t know what to say. I didn’t say anything. (I was shocked: Why in the world were they talking about ADHD? What could my kid breaking my nose have to do with writing a paper? Plus, I do everything right—I recycle, I clip box tops, I have a Ph.D., we have good genes! Nothing could be wrong with my kid.) Everyone said, “What? ADHD? He’s just … active.” or … just impulsive, just curious, just energetic, just willful, just physical, just fearless. Check, check, check. Almost every word matched the Child Behavior Checklist we filled out at the pediatrician’s office, then at the behaviorist’s, the child psychiatrist’s, the occupational therapist’s, and the chiropractic neurologist’s.

We were all right, of course: it wasn’t normal. That is, it wasn’t “typical,” but it was “just” something: textbook ADHD. A severe case, but still, according to our Beloved Behaviorist, it could be worse. I’ll have to take her word for it.

And now we’re sending McDiesel to school. Real school. Public school. True, as my husband says, finally we don’t have to worry (much) about him getting kicked out the way we did at his preschool. But being part of the school system seems much more serious. They have official paperwork for this kind of thing. There, under “Asthma,” is where we check the box. Now is when we label him. Until he goes to college and will label himself, approaching a lectern and saying that he has been having trouble with the material, that he needs help understanding what exactly the professor is looking for, that he has ADHD.

In the meantime, McDiesel’s new kindergarten class newsletter explains the breakdown for daily behavior reports, which, in the past three years his big brother, Typ, has been in school, I have never paid much attention to before:

Happy Face

Squiggly Face

Frowny Face

These three options seem at once overly simplistic and completely adequate. The school day is long and most of McDiesel’s days are filled with happy, squiggly, and frowny faces in different combinations. (Aren’t most kids’?) Every day is a behavior grab-bag and slim chance the Happy Face is going to take the day. McD’s a Squiggly-Face kind of kid, after all. Just textbook ADHD, as our Beloved Behaviorist would say. His happy-face behavior lights everything up; his frowny-face behavior is impossible to ignore and difficult—in the space of a mere six hours of almost constant contact—to forget or overlook.

On the first day of school, McDiesel proudly comes home with a Happy Face and a note that he had a “great” day. Oh, I think. Maybe it won’t be that hard. Maybe he won’t need medication. Maybe we won’t begin filling out Individualized Education Plan paperwork. Maybe he can behave for six hours. My anxiety ebbs. The second day, he hops off the bus and pulls out his chart—obstructing the bus doors—and thrusts it in my face: “Squiggles!” he pouts. Attached note reads: “Sassy!” (Also a deceptively adequate measure of behavior). My anxiety flows. Next day, I take necessary precautions. I dress him in an overpriced preppy T-shirt, madras shorts, and Kelly green converse chuck Taylors. The strategy is to distract Mrs. W. with cuteness. Can she possibly give a Frowny Face to a kid who looks so stinkin’ good? Alas, yes. As if on cue, confirming my sense of some cosmic inevitability, the third day of school, last Friday, brings the dreaded Frowny—a face that has never before entered the house in the two years our family has been at this elementary school so far. (Big brother Typ—wide-eyed—gasps and avoids contact with the paper altogether.) Mrs. W., the teacher I have special-requested, provides a short laundry list of ADHD symptomatic behavior alongside the Frowny: distracting others, talking during instruction, laughing while being disciplined. My anxiety flows some more, approaching tropical-storm categorization. (Come on! I think. What about the Chuck Taylors?)

McDiesel sulks. Things had been going so well. Behavior seemed to be on the upswing during the summer—to the point I was crediting 45 minutes of Occupational Therapy a week for working an almost miraculous transformation: Maybe some beanbag tossing and a sensory tunnel really can undo ADHD! Now OT seems useless. McD seems doomed to a Frowny Face-filled kindergarten year. All of the statistics about learning disabilities, poor academic performance, and social difficulties jockey for position among my myriad anxieties. I sulk.

I spend all weekend promising to come to school for lunch, reinforcing the extra-special milkshake celebration we will indulge in if Monday sees the return of the Happy Face, and even madly agreeing to a trip to the Target toy aisles (negotiated by opportunistic big bro Typ) as a reward for a week’s worth of Happy Faces.

I drive to school Monday, quizzing McD on how to earn a Happy Face (“Listen to Mrs. W.”) in case he might have forgotten or tuned out any of my coaching sessions.

Then Monday afternoon comes and the cosmic forces have realigned: McDiesel has earned a Happy Face with a note that he had a “way good day!” My anxiety is checked, the tropical storm dissipates. We head out for vanilla milkshakes.

Now I’m worried I might have been too lax this week in continuing the behavior pep rally. Yesterday, I drove up hopefully to the drop-off point in front of school. Carpool kids and big brother Typ hop out with waves and smiles. McDiesel unbuckles and acts as if he’s about to do the same. Then, he doesn’t budge, wants me to walk him in, holds up the entire drop-off line, and dangles halfway out the open car door. Frantically (and I hope not too sharply) I call Typ back from the school entrance to grab and drag (if necessary) McD away from the car and through the door. The principal announces over the PA there will be no tardies today because of traffic back-up. I have no choice but to jump out of car, walk around to his side (avoiding eye contact with all parents stacked up behind me in the drop-off lane), remove McDiesel and his backpack, close the back door, and leave him standing curb-side in the rain, a scrunched up squiggly face in my rearview mirror.

But that afternoon, when I ask McDiesel about his day, he says the happy parts were bigger. He was only a little bad. I open his folder and, voila, it’s true! I’m going to get Mrs. W. the best teacher gift ever this Christmas. She gets it. McD is not doomed to a Frowny Face kindergarten year or to years of academic distress. In the center of the Wednesday box, she’s drawn a medium-sized Happy Face. Beside it she’s written: “Precious little boy!” In the bottom right corner, she’s drawn a smaller Frowny Face. In parentheses: “Kept jumping in puddles when told not to.”

“You know,” I tell my husband, as if this is news to anyone. “A good teacher is going to make all the difference for McDiesel.” Back on campus, I assess my students, not as their professor but as McDiesel’s mother. I see the telltale signs: That kid always has to get up and throw something away. This one shakes his foot for the entire fifty minutes. There’s one who can’t stop talking. Here’s one who is approaching the lectern. I imagine their kindergarten selves, their anxious parents who wait to hear how they did, if they got a Happy Face, if all the medications and therapies and specialists and interventions did the trick. And I know they’re like me, waiting for the report, waiting to learn if their kid is making the grade, if he’s going to be all right.

So my student comes up to the lectern and begins his fumbling explanation.

“Sure,” I say. “I totally understand. Let me help you….”

You won’t believe this, but it’s true: he’s wearing green chuck Taylors.

Keaghan Turner teaches writing, literature, and women’s studies at Coastal California University. Her recent essays have appeared in Brain, Child, Babble, South Writ Large.

Illustration by Christine Juneau

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