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Adverse childhood experiences, academic engagement, and psychological outcomes in a sample of diverse college students.

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Title: Adverse childhood experiences, academic engagement, and psychological outcomes in a sample of diverse college students.
Authors: Kanter, Rachel (AUTHOR), Shteynberg, Reveka (AUTHOR), Hassija, Christina (AUTHOR)
Source: Journal of American College Health. Jul2026, Vol. 74 Issue 6, p1633-1642. 10p.
Subjects: Statistical correlation, Pearson correlation (Statistics), Psychological distress, Mental health, Student health services, Descriptive statistics, Anxiety, Thematic analysis, Leisure, Research methodology, Research, Academic achievement, Psychology of college students, Student attitudes, Confidence intervals, Data analysis software, Adverse childhood experiences, Mental depression, Social participation
Abstract: Objective: This mixed-methods study examined whether campus engagement and campus social services would buffer the relationship between adverse childhood experiences (ACEs) and psychological distress among diverse college students. Participants: The present study was composed of 185 undergraduate students (Mage = 24.77, Hispanic/Latinx = 72.40%), the majority of whom (79.50%) reported three or more ACEs. Methods: Participants completed measures of ACEs, psychological distress, campus engagement, and campus support service utilization, followed by open-ended questions assessing ACEs and academic experiences. Results: ACEs were positively correlated with psychological distress. Academic engagement and academic support services significantly buffered the impact of ACEs on psychological distress, while social engagement and mental health support did not. Two major themes emerged in which participants described (1) the impact of ACEs on academics and (2) recommendations for support. Conclusions: Academic-focused interventions may provide unique protective benefits for trauma-exposed college students. [ABSTRACT FROM AUTHOR]
Copyright of Journal of American College Health is the property of Taylor & Francis Ltd 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: Psychology and Behavioral Sciences Collection
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  Data: Adverse childhood experiences, academic engagement, and psychological outcomes in a sample of diverse college students.
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  Data: <searchLink fieldCode="AR" term="%22Kanter%2C+Rachel%22">Kanter, Rachel</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Shteynberg%2C+Reveka%22">Shteynberg, Reveka</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hassija%2C+Christina%22">Hassija, Christina</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+American+College+Health%22">Journal of American College Health</searchLink>. Jul2026, Vol. 74 Issue 6, p1633-1642. 10p.
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  Data: Objective: This mixed-methods study examined whether campus engagement and campus social services would buffer the relationship between adverse childhood experiences (ACEs) and psychological distress among diverse college students. Participants: The present study was composed of 185 undergraduate students (Mage = 24.77, Hispanic/Latinx = 72.40%), the majority of whom (79.50%) reported three or more ACEs. Methods: Participants completed measures of ACEs, psychological distress, campus engagement, and campus support service utilization, followed by open-ended questions assessing ACEs and academic experiences. Results: ACEs were positively correlated with psychological distress. Academic engagement and academic support services significantly buffered the impact of ACEs on psychological distress, while social engagement and mental health support did not. Two major themes emerged in which participants described (1) the impact of ACEs on academics and (2) recommendations for support. Conclusions: Academic-focused interventions may provide unique protective benefits for trauma-exposed college students. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of American College Health is the property of Taylor & Francis Ltd 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.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=195126916
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/07448481.2025.2593299
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      – Code: eng
        Text: English
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      Pagination:
        PageCount: 10
        StartPage: 1633
    Subjects:
      – SubjectFull: Statistical correlation
        Type: general
      – SubjectFull: Pearson correlation (Statistics)
        Type: general
      – SubjectFull: Psychological distress
        Type: general
      – SubjectFull: Mental health
        Type: general
      – SubjectFull: Student health services
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Thematic analysis
        Type: general
      – SubjectFull: Leisure
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Research
        Type: general
      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: Psychology of college students
        Type: general
      – SubjectFull: Student attitudes
        Type: general
      – SubjectFull: Confidence intervals
        Type: general
      – SubjectFull: Data analysis software
        Type: general
      – SubjectFull: Adverse childhood experiences
        Type: general
      – SubjectFull: Mental depression
        Type: general
      – SubjectFull: Social participation
        Type: general
    Titles:
      – TitleFull: Adverse childhood experiences, academic engagement, and psychological outcomes in a sample of diverse college students.
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            NameFull: Kanter, Rachel
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            NameFull: Shteynberg, Reveka
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            NameFull: Hassija, Christina
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            – D: 01
              M: 07
              Text: Jul2026
              Type: published
              Y: 2026
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              Value: 74
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