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.
Kanter et al. (Tue,) studied this question.