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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
Language: English
Authors: Cari A. Fealy (ORCID 0009-0000-1324-2621), Laura B. Holyoke (ORCID 0000-0003-0716-0130)
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
FullText Text:
  Availability: 0
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  Data: The Exhibited Use of Trauma-Informed Principles in Academic Success Programs: A Scoping Review
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  Data: <searchLink fieldCode="AR" term="%22Cari+A%2E+Fealy%22">Cari A. Fealy</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-1324-2621">0009-0000-1324-2621</externalLink>)<br /><searchLink fieldCode="AR" term="%22Laura+B%2E+Holyoke%22">Laura B. Holyoke</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0716-0130">0000-0003-0716-0130</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+College+Academic+Support+Programs%22"><i>Journal of College Academic Support Programs</i></searchLink>. 2025 7(1):22-41.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Trauma+Informed+Approach%22">Trauma Informed Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Web+Sites%22">Web Sites</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Colleges%22">Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Support+Services%22">Academic Support Services</searchLink><br /><searchLink fieldCode="DE" term="%22Supplementary+Education%22">Supplementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Laboratories%22">Laboratories</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Advising%22">Academic Advising</searchLink><br /><searchLink fieldCode="DE" term="%22Sense+of+Belonging%22">Sense of Belonging</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Position+Papers%22">Position Papers</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Colleges%22">Public Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Content+Analysis%22">Content Analysis</searchLink>
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  Data: 2577-9990
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  Data: 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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  Data: 2025
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  Data: EJ1463162
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 20
        StartPage: 22
    Subjects:
      – SubjectFull: Trauma Informed Approach
        Type: general
      – SubjectFull: Web Sites
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      – SubjectFull: Program Evaluation
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      – SubjectFull: Colleges
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      – SubjectFull: Academic Support Services
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      – SubjectFull: Supplementary Education
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      – SubjectFull: Writing (Composition)
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      – SubjectFull: Academic Advising
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      – SubjectFull: Sense of Belonging
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      – SubjectFull: Barriers
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      – SubjectFull: Position Papers
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      – SubjectFull: Public Colleges
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      – SubjectFull: Content Analysis
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