Acknowledge, Respect and Support: The Responsibilities of Civilians Who Work with the Armed Forces, Veterans and Blue-light Communities

Working with and within the Armed Forces, Veterans and Blue-light communities presents unique challenges to professional identity, both for those transitioning out of these realms and for civilians collaborating with them. This article explores these challenges through the lens of my professional experiences, as well as the broader frameworks of leadership, resilience, and inclusion that underpin this complex landscape.

Transitioning Identities

The shift from military, emergency services or other uniformed roles to civilian life often brings with it a challenge to professional identity. Individuals who have spent years working in environments defined by hierarchy, shared purpose and a deep sense of camaraderie must navigate a world where these structures are often absent or less visible. My work current work with Sue Knight in developing a 12-week preparation programme for transitioning personnel focuses on bridging these gaps by highlighting structural congruence between military service and other professional domains, such as Initial Teacher Education. This approach underscores the importance of values-based leadership and cultural adaptability in fostering successful transitions.

For those leaving these communities, the loss of a clearly defined identity - one often tied to service and purpose - can create significant challenges. Research highlights how this transition can affect both personal resilience and professional confidence (Kiernan et al., 2023). The programme aims to address these concerns by providing tools for individuals to articulate their transferable skills and align personal values with new organisational cultures. In doing so, the programme with leverage Acceptance and Commitment Therapy to help participants navigate the challenges of identity shifts, uncertainty and emotional difficulties they may face

Civilian Perspectives

As a civilian working alongside these communities, I have encountered a different but related set of challenges. Without the lived experience of serving in uniform, I must navigate the tension between demonstrating sympathy for the unique demands of military or emergency service life while acknowledging that I cannot offer direct empathy. This distinction requires a deliberate, reflective approach that values listening, cultural awareness and a willingness to learn from colleagues who bring their own expertise and experiences.

My work with our Armed Forces and Blue-Light communities predates my role at the University of Portsmouth. During this time, I assessed and delivered teacher training to instructors undertaking their PGCE while serving or supporting the Royal Navy. These experiences provided a foundation to my understanding of the challenges service-connected individuals face when transitioning into civilian-framed teaching careers. Later, as academic lead for the Further Forces Programme, I was able to build on my experience to further support individuals making the transition into civilian education sectors.

The Role of Leadership and Values

Leadership and workplace culture remain central to addressing these challenges. Integrating inclusive leadership frameworks, such as those outlined by Bock (2015), with principles drawn from military leadership offers a way to bridge the civilian-military divide. My recent work has explored this intersection, focusing on how aligning values can enhance both individual and organisational resilience.

The launch of the Centre of Excellence for Defence, Risk and Resilience (CEDRR) at the University of Portsmouth provides an opportunity to advance these conversations further. The Centre aims to bridge academic insights with practical applications, fostering collaboration across disciplines and sectors. My membership of CEDRR will enable me to build on my previous experiences and contribute to a multidisciplinary dialogue on leadership, resilience and inclusion.

Conclusion

The challenges of transitioning from military, emergency services or similar roles to civilian life are significant, as are the challenges for civilians working alongside these communities. By focusing on shared values, cultural adaptability and inclusive leadership, it is possible to build bridges that support resilience and professional growth for all involved.

References

Bock, L. (2015). Work rules!: Insights from inside Google that will transform how you live and lead. John Murray.

Kiernan, M. D., Sherwood, S., & Carr, N. (2023). Identity transitions: Military to civilian life. Armed Forces & Society, 49(1), 45-67. https://doi.org/10.1177/0095327X221141345

Mather, D. (2023). How does the portrayal of civilian teacher training schemes affect the appeal of them for military personnel? Research in Post-Compulsory Education, 28(1), 91-102. https://doi.org/10.1080/13596748.2023.2166694

University of Portsmouth. (2023). Centre of Excellence for Defence, Risk and Resilience (CEDRR). Retrieved from https://www.port.ac.uk/research/research-centres-and-groups/centre-of-excellence-for-defence-risk-and-resilience