Date of Award
9-22-2025
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Topeka Singleton
Committee Members
Karen Buchanan; Tracy Stokes-Miller
Abstract
This study aimed to explore gaps in knowledge and support for young adults with trauma, with the goal of improving their mental health and academic success. The purpose of this qualitative case study was to investigate how past trauma contributed to mental health challenges that affected the academic success of disadvantaged undergraduate students aged 18–25 in Mississippi. The problem to be addressed in this study was the lack of mental health consciousness in the college community as it related to past trauma in disadvantaged college students aged 18-25. This study’s theoretical framework was based on Vygotsky's Sociocultural Theory, linking adverse childhood experiences to mental health challenges as students transition into adulthood and pursue their academic paths. Being that this study was conducted under an exploratory case study design, it investigated the causal factors to explain this phenomenon. The primary focus of this study was to understand 'why' and 'how' certain conditions arise and why certain sequences of events happen or do not happen. Semi-structured interviews with seven open-ended questions allowed participants to share their experiences in their own words, enhancing credibility. Follow-up questions provided deeper insights, while questionnaires collected demographic data, trauma history, and academic experiences. Questionnaire responses supported the research but were not used for participant exclusion. Findings revealed that depression, discouragement, and lack of focus were common factors contributing to poor academic performance following traumatic events. The results also underscored a general lack of awareness and a sense of disconnection from mental health resources on college campuses. These conclusions highlight the critical need for higher education institutions to provide accessible and effective mental health support for students whose academic success is impacted by past trauma. Keywords: depression, mental health, isolation, scaffolding, sociocultural theory, Mississippi, academic performance, disadvantage
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Blanche, Ashley, "Overcoming Traumatic Barriers to Maximize the Potential of College Students Facing Mental Health Challenges" (2025). Student Theses and Dissertations. 1091.
https://arch.astate.edu/all-etd/1091
