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Crisis, Confidence, and Conserving Resources: Examining How Adult Education Students Navigate Stressors and Marginalization.

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Title: Crisis, Confidence, and Conserving Resources: Examining How Adult Education Students Navigate Stressors and Marginalization.
Authors: Griffith, Frances J.1 (AUTHOR) Frances.griffith@yale.edu, Simmons, Sydney C.1 (AUTHOR), Schrader, Shannon2,3 (AUTHOR), Miller-Roenigk, Brittany4 (AUTHOR), Crouch, Maria C.1 (AUTHOR), Gordon, Derrick M.1 (AUTHOR)
Source: Adult Learning. Nov2025, Vol. 36 Issue 4, p265-279. 15p.
Subject Terms: *Confidence, *Adult education, *Vocational guidance, Social marginality, Crises, COVID-19, Traumatism, Psychological stress
Abstract: Social and systemic barriers contribute to students' attrition from K-12 education and enrollment in adult basic education (ABE) via the reduction of available resources. Informed by Conservation of Resources Theory, the current study assessed the impact of stress-related risk factors, including trauma and COVID-19-related stress, on ABE students' (N = 227) vocational confidence. Understanding these factors can inform ABE program development and retention efforts. Survey methods with convenience sampling were used for data collection. Structural equation modeling was used to examine the relationship between trauma exposure and COVID-19-related stress on the outcomes of alcohol use, as a stress response, as well as vocational confidence. On average, past traumatic experiences were more common among ABE students who reported greater social or economic marginalization, especially those identifying as lesbian, gay, or bisexual or with a history of being unhoused. More past traumatic experiences predicted higher COVID-19-related stress and alcohol use. Higher COVID-19-related stress, in turn, predicted lower vocational confidence. ABE students experiencing marginalization face compounded barriers to achieving their educational and vocational goals when they experience trauma exposure and subsequent stressors. Based on findings, we make practice recommendations for ABE centers, including targeted psychoeducational resources to offset social and systemic stressors that may bolster the vocational confidence of enrolled students. [ABSTRACT FROM AUTHOR]
Copyright of Adult Learning is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Crisis, Confidence, and Conserving Resources: Examining How Adult Education Students Navigate Stressors and Marginalization.
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  Data: <searchLink fieldCode="JN" term="%22Adult+Learning%22">Adult Learning</searchLink>. Nov2025, Vol. 36 Issue 4, p265-279. 15p.
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  Data: *<searchLink fieldCode="DE" term="%22Confidence%22">Confidence</searchLink><br />*<searchLink fieldCode="DE" term="%22Adult+education%22">Adult education</searchLink><br />*<searchLink fieldCode="DE" term="%22Vocational+guidance%22">Vocational guidance</searchLink><br /><searchLink fieldCode="DE" term="%22Social+marginality%22">Social marginality</searchLink><br /><searchLink fieldCode="DE" term="%22Crises%22">Crises</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Traumatism%22">Traumatism</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+stress%22">Psychological stress</searchLink>
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  Data: Social and systemic barriers contribute to students' attrition from K-12 education and enrollment in adult basic education (ABE) via the reduction of available resources. Informed by Conservation of Resources Theory, the current study assessed the impact of stress-related risk factors, including trauma and COVID-19-related stress, on ABE students' (N = 227) vocational confidence. Understanding these factors can inform ABE program development and retention efforts. Survey methods with convenience sampling were used for data collection. Structural equation modeling was used to examine the relationship between trauma exposure and COVID-19-related stress on the outcomes of alcohol use, as a stress response, as well as vocational confidence. On average, past traumatic experiences were more common among ABE students who reported greater social or economic marginalization, especially those identifying as lesbian, gay, or bisexual or with a history of being unhoused. More past traumatic experiences predicted higher COVID-19-related stress and alcohol use. Higher COVID-19-related stress, in turn, predicted lower vocational confidence. ABE students experiencing marginalization face compounded barriers to achieving their educational and vocational goals when they experience trauma exposure and subsequent stressors. Based on findings, we make practice recommendations for ABE centers, including targeted psychoeducational resources to offset social and systemic stressors that may bolster the vocational confidence of enrolled students. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Adult Learning is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Nov2025
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