Zachary Carr hadn’t known Victor for long. Carr, 21, began tutoring the rising fifth grader in mid-June, shortly after wrapping up his junior year at Middle Tennessee State University. But Carr had spent enough one-on-one time with Victor to discern that the boy was unusually fidgety during their latest morning session.
Victor had made lots of progress in math since he began meeting twice a week with Carr at a Nashville-area Boys & Girls Club through an ad hoc, statewide tutoring initiative. The more Victor improved in arithmetic, the more he engaged with the tutoring sessions. Yet this session was “a little rocky,” Carr said later. Victor was antsy, regularly losing focus; he often tripped up on equations the two had rehearsed seconds prior.
Realizing something was off, Carr playfully asked Victor, “Why are you so hyper today, man?” Turns out Victor had gotten his hands on some coffee. He