The Exhibited Use of Trauma-Informed Principles in Academic Success Programs: A Scoping Review
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| Title: | The Exhibited Use of Trauma-Informed Principles in Academic Success Programs: A Scoping Review |
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| Language: | English |
| Authors: | Cari A. Fealy (ORCID |
| Source: | Journal of College Academic Support Programs. 2025 7(1):22-41. |
| Availability: | Journal of College Academic Support Programs. Tel: 512-585-2416; e-mail: JCASP_editor@txstate.edu; Web site: https://journals.tdl.org/jcasp/index.php/jcasp |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Trauma Informed Approach, Web Sites, Program Evaluation, Colleges, Academic Support Services, Supplementary Education, Laboratories, Writing (Composition), Academic Advising, Sense of Belonging, Barriers, Position Papers, Public Colleges, Content Analysis |
| ISSN: | 2577-9990 |
| Abstract: | University leaders spend significant resources developing retention strategies, including promoting personal connections, engagement, and a sense of belonging for students and have recently infused trauma-informed care as a retention strategy. Although colleges are increasingly recognizing the impact of trauma on student success, trauma-exposed students often face higher barriers in accessing and utilizing available resources and developing social connections, which can lead to decreased retention. In this scoping review, we explored how academic success programs exhibit the use of SAMHSA's (2014) trauma-informed principles on their program websites. We found elements of trauma-informed principles exhibited across academic success program websites although no academic success programs explicitly referenced using trauma-informed principles or practices. Our results serve as a foundation for further research on how trauma-informed practices impact college students' sense of belonging and how they overcome academic setbacks. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1463162 |
| Database: | ERIC |
| Abstract: | University leaders spend significant resources developing retention strategies, including promoting personal connections, engagement, and a sense of belonging for students and have recently infused trauma-informed care as a retention strategy. Although colleges are increasingly recognizing the impact of trauma on student success, trauma-exposed students often face higher barriers in accessing and utilizing available resources and developing social connections, which can lead to decreased retention. In this scoping review, we explored how academic success programs exhibit the use of SAMHSA's (2014) trauma-informed principles on their program websites. We found elements of trauma-informed principles exhibited across academic success program websites although no academic success programs explicitly referenced using trauma-informed principles or practices. Our results serve as a foundation for further research on how trauma-informed practices impact college students' sense of belonging and how they overcome academic setbacks. |
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| ISSN: | 2577-9990 |
