Determining if East Carolina University is Supportive of Working Toward Becoming a Trauma-Informed Campus

Abstract

Pursuing higher education is a great milestone, but it can be incredibly challenging for students. Many students encounter periods of heightened stress due to academic, occupational, financial, or social stressors. While different stressors are important to acknowledge, it is especially important to highlight adverse childhood experiences (ACEs), a root cause of poor mental and physical well-being for college life (Davies et al., 2022). ACEs are difficult or traumatic events that occur in childhood and adolescence. Examples include violence, parental alcoholism, divorce, abuse, neglect, loss of a loved one, and distress. Between 50% and 70% of university students have experienced an ACE, and between 12% and 20% have experienced four or more ACEs (Underwood et al., 2024). College students who have experienced one or more ACEs or traumatic events are more likely to have poorer retention rates and grades, feel anxious and lonely, and experience a decreased quality of life. Many university administrators and staff disregard past trauma or the negative effects of ACEs. A trauma-informed campus incorporates training for administrators, faculty, staff, and students to minimize traumatization or retraumatization in the college environment (Schroeder et al., 2023). This framework prepares leaders on college campuses to prioritize the well-being of students and employees by recognizing and appropriately responding to trauma by creating a systematic model for combatting the effects.