Barriers and Facilitators to Higher Education Applications and Admissions among People in Recovery
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| Title: | Barriers and Facilitators to Higher Education Applications and Admissions among People in Recovery |
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| Language: | English |
| Authors: | Emily Pasman (ORCID |
| Source: | Journal of Diversity in Higher Education. 2026 19(1):31-42. |
| Availability: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Drug Rehabilitation, Access to Education, College Applicants, College Admission, Barriers, Undergraduate Students, Public Colleges, Help Seeking, Social Support Groups |
| DOI: | 10.1037/dhe0000637 |
| ISSN: | 1938-8926 1938-8934 |
| Abstract: | People in substance use disorder recovery represent a marginalized and underserved student population. Improving access to higher education for people in recovery can benefit the individual, institution, and society at large. This study explored the barriers to college applications and admissions that people in recovery face and the resources that they draw on to overcome these barriers. Semistructured interviews were completed with 17 undergraduate students in recovery at a large public university without a collegiate recovery program. Inductive thematic analysis was used to document students' experiences related to applications and admissions. Participants described barriers to higher education at multiple levels, including personal challenges (e.g., competing priorities), consequences of past use (e.g., a record of criminal legal system involvement), challenges in the social environment (e.g., substance use on campus), complex admission processes (e.g., regarding transfer credits), and stigma (i.e., anticipated, experienced, and internalized). Despite these challenges, students embodied an incredible amount of resolve. Participants were unafraid to ask for help and mobilized the resources available through their social networks. Having role models in recovery, support from faculty and staff, and flexible options for course scheduling were discussed as facilitators to higher education access. Findings highlight policies and practices that institutions of higher education can adopt to capitalize on the strengths of prospective students in recovery and promote equity and inclusivity for this underrepresented student population. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506333 |
| Database: | ERIC |
| Abstract: | People in substance use disorder recovery represent a marginalized and underserved student population. Improving access to higher education for people in recovery can benefit the individual, institution, and society at large. This study explored the barriers to college applications and admissions that people in recovery face and the resources that they draw on to overcome these barriers. Semistructured interviews were completed with 17 undergraduate students in recovery at a large public university without a collegiate recovery program. Inductive thematic analysis was used to document students' experiences related to applications and admissions. Participants described barriers to higher education at multiple levels, including personal challenges (e.g., competing priorities), consequences of past use (e.g., a record of criminal legal system involvement), challenges in the social environment (e.g., substance use on campus), complex admission processes (e.g., regarding transfer credits), and stigma (i.e., anticipated, experienced, and internalized). Despite these challenges, students embodied an incredible amount of resolve. Participants were unafraid to ask for help and mobilized the resources available through their social networks. Having role models in recovery, support from faculty and staff, and flexible options for course scheduling were discussed as facilitators to higher education access. Findings highlight policies and practices that institutions of higher education can adopt to capitalize on the strengths of prospective students in recovery and promote equity and inclusivity for this underrepresented student population. |
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| ISSN: | 1938-8926 1938-8934 |
| DOI: | 10.1037/dhe0000637 |
