A Model Program Intervention to Mediate the Effects of Childhood Trauma Exposure Upon College Retention
Shena Shepherd, Marlene Huff, and Cecil Williams, Academic & Cultural Enrichment Program, University of Pikeville
OVERVIEW
This case study argues that understanding student trauma exposure among first-generation college students is a key element in providing individualized services to foster student success, growth, and retention among this at-risk population.
KEY ELEMENTS
Creating awareness among college faculty and staff of trauma exposure among first-generation students involves:
- Identification of first-generation college students’ primary strengths and challenges while attending rural colleges and universities.
- Understanding the usage patterns of the Academic Cultural Enrichment Program (ACE) (TRIO programs) among rural first-generation college students presenting with previous trauma exposure.
- Identification of the most common types of traumatic childhood
- Identification of
CASE STUDY
First-generation college students are at-risk of having more childhood trauma and have a more difficult time navigating the college experience. However, with the right support systems, these students can flourish and be successful. In the following case study, evidence of this support and success can be seen through John’s story.
John was an 18-year-old first-generation college student who had never been away from Appalachia. John’s mother attended most university meetings with him. John had an extremely elevated score on the Adverse Childhood Experiences Survey. He indicates exposure to distinct types of traumas before age 18 along with life-long social and academic struggles. John was enrolled in the Academic and Cultural Enrichment (ACE) program in hopes of mediating the childhood trauma exposure. The ACE Program is a federal TRIO Program funded through the US Department of Education.
John received services through the ACE program that taught social and academic skills, stress and time management, individual counseling, and emotional skill development as well as a variety of academic interventions. A key component of the ACE Program included daily interventions, delivered consistently over time, using an evidence-based curriculum. For John, the Jump Start experience (an early move-in experience for incoming, first-generation students) where he was assigned a peer mentor that shadowed John throughout the first semester. John visited the Academic and Cultural Enrichment program routinely for peer social interaction and counseling with the program staff. As John became more self-confident, he joined the university band and expanded his social circle. John graduated in 2022 with a degree in criminal justice and currently works for a security company. He plans to enter graduate school.
The purpose of this case study is to provide an overview of an intervention specifically designed for first generation college students who, like John, have been affected by early childhood trauma. This intervention has shown to lead to higher retention and graduation rates at one private, rural university.
First-Generation Students
First-generation college students face additional challenges to successfully graduating from college. Cataldi et al. (2018) indicate that one-third of first-generation college students drop out within three years.
Over the past three years, the University of Pikeville recruited between 348 to 390 Appalachian first-generation college students into a variety of academic programs. The retention rate for these cohorts ranged from 55.4% to 62.6% (UPIKE, 2023). However, these statistics are not typical. Nationally, first generation students are four times more likely to drop out of college before graduating and 66% are likely to work while attending college (Center for First-Generation Student Success, 2020).
Adverse Childhood Experiences and Student Support Services
There is substantial research on the complex issue of childhood trauma and its impact on human development. However, there have been few studies that focus specifically on the inability of first-generation college students with a history of childhood adverse traumas to successfully navigate the hidden curriculum present in higher education. Students who have experienced trauma or are first-generation often don’t know how to navigate the processes of college that those not affected by the same experiences. This curriculum includes stress and time management, counseling, emotional skill development and academic skills.
In addition to the “hidden curriculum,” according to the National Child Traumatic Stress Network, chronic exposure to traumatic events during childhood can adversely affect focus, attention, memory and cognition, problem solving, planning, organization, and the ability to process information (National Child Traumatic Stress Network, 2020).
To assist first-generation college students in meeting the challenges of higher education, the Academic and Cultural Enrichment program (ACE), a part of the national Student Support Services, specifically developed and implemented programming focused on first-generation students as one of the high-risk student groups at our university. In fact, students eligible for services from the ACE program must be first-generation, meet federally set income guidelines, or have a documented disability.
Adverse Childhood Experiences
This academic year, students entering the Student Support Services programs agreed to complete the Adverse Childhood Experiences Survey (ACES; CDC, 2019). The survey consists of ten questions about emotional, physical and sexual abuse and physical and emotional neglect. Additional questions determine the presence of drugs, abuse, and family dysfunction. The survey results are confidential. The higher the number of positive exposure responses, the more prevalent are the negative effects upon the student. For example, students with a response of yes to four or more adverse childhood experiences increase the risk of suicide by 1200%, are more likely to become depressed, and less likely to excel academically.
Students with high exposure to trauma may require services from Student Support Services in combination with other campus services. At the University of Pikeville, 96% of the students with a high level of exposure engaged in goal setting, 60% required assistance in applying for financial aid, and nearly 70% engaged with peer mentors during the first year (University of Pikeville, 2022). These services resulted in an average of a nearly 60% retention rate over a three-year span.
Role of Student Support Services
The Student Support Services (SSS) program aims to foster connection, increase emotional balance, and improve personal resiliency. The Student Support Services Program provides engaging programming throughout the semesters in order to keep students involved. Before students enter SSS as freshmen, they are contacted at orientation sessions to discuss SSS services. Twenty-five freshmen are chosen to attend the JumpStart program. This program is a five day experience that takes place the week before school begins. Students get the chance to meet with financial aid, professors, learn new time management skills, and become acclimated to campus before school starts the next week. Bonds are made with the SSS staff, students and peer mentors.
Prior to entering the SSS program, students are given the College Student Inventory (CSI) and the Adverse Childhood Experience Inventory. Based on the scores from each of these, recommendations are made for each student whether it be tutoring, personal counseling, academic counseling, etc. If a student has a high ACE score, students are referred to the counseling center on campus and the Student Support Services director (certified social worker) meets with each student to assess their overall counseling needs. Based on the student’s scores and receptivity to support, students are referred to counseling services.
One of the most influential aspects of Student Support Services is the peer mentor program. Every freshman in the program receives a peer mentor. Peer mentors are upperclassmen who have had experience in Student Support Services and know how to navigate campus. Peer mentors contact their mentees weekly, checking in on them, monitoring progress, and attending activities. Peer mentors keep students engaged and act as a liaison for ACE staff.
Students meet with the Student Support Services staff monthly for check-ins about academic, financial and personal issues. Goals are monitored by the SSS Academic Coordinator throughout each semester. Having someone check in on students periodically whether it be a mentor or SSS staff member made it easier for students to feel a part of a community.
Classroom Interventions and Recommendations for Faculty
Exposure to childhood trauma is a cause for concern for all college campuses. Before first-generation students that have been exposed to childhood adversity can succeed, specific student programming should be made available both inside and outside of the classroom. Given the case study above, we recommend that faculty be made aware of signs that suggest the need for referral to SSS.
Faculty should look for the following signs in the classroom:
Students appear:
-Agitated
-Tired
-Sad
-Withdrawn
-Problems focusing on content
– Other abnormal behaviors
These behaviors may be indicative of childhood trauma. However, these behaviors can be signs of issues that are the result of current situations. In either case, faculty and staff need to be aware of these signs and have a plan to address trauma issues within the classroom.
To support the needs of those students faculty can engage in the following interventions.
- Write a statement in the syllabus for referral to counseling services or having an open discussion with the professor in case of struggles.
- Report any student concerns to the campus early alert system or Student Success Center.
- Be approachable. Have office hours and encourage students to stop by.
- Incorporate teaching coping strategies for stress and anxiety in the classroom setting.
- Create a supportive, encouraging learning environment by engaging with students and meeting students needs. (Bohannon et al., 2019).
- Work with the campus counseling center to become more knowledgeable of the signs of trauma and trauma informed practices.
- Create a place for students to ask questions in private.
- Help students set small, achievable goals.
- Don’t try to “fix” a student on your own. Consult with a mental health professional and other campus resources for help.
These are just a few of the interventions that can be utilized to assist students. In the case of John, he was given the proper resources and made connections. These interventions helped him get on the path to success.
RESOURCES
Bohannon, L., Clapsaddle, S., & McCollum, D. (2019). Responding to college students who exhibit adverse manifestations of stress and trauma in the college classroom. FIRE: Forum for International Research in Education, 5(2). https://doi.org/10.32865/fire201952164 .
Cataldi, E.F., Bennett, C.T., & Chen, X. (2018). First-generation college students: College Access, persistence, and postbachelor’s outcomes. Statistics in Brief: National Center for Education Statistics. US Department of Education. https://nces.ed.gov/pubs2018/2018421.pdf.
CDC Vital Signs: Adverse Childhood Experiences (ACES): Preventing early trauma to improve adult health. (2019). Center for Disease Control and Prevention, 1600 Clifton Rd NE, Atlanta, GA 30333.
Center for First-Generation Student Success (2020). Retrieved April 28, 2023, from https://firstgen.naspa.org/
Eab. (2021, May 25). 7 reasons-other than cost-that students don’t graduate: Eab Daily Briefing. EAB. Retrieved April 30, 2023, from https://eab.com/insights/daily-briefing/student-success/7-reasons-other-than-cost-that-students-dont-graduate/ .
The National Child Traumatic Stress Network. (2020). Retrieved April 28, 2023, from https://www.nctsn.org/.
UPIKE Office of Institutional Research and Effectiveness. (2023). 2023 Fact Book. University of Pikeville. https://www.upike.edu/wp-content/uploads/2022/12/UPIKE-FactBook-2023-FULL.pdf.
Whitmore R. (2019). The B.A. Breakthrough: How ending diploma disparities can change the face of America. The 74Media, Inc.
CONNECTED RESOURCES TO EXPLORE
Eab. (2021, May 25). 7 reasons-other than cost-that students don’t graduate: Eab Daily Briefing. EAB. Retrieved April 30, 2023, from https://eab.com/insights/daily-briefing/student-success/7-reasons-other-than-cost-that-students-dont-graduate/ .
