Champagne Problems? ​​Sometimes Students Just Don't Know the Answer: Examining How Substance (Mis)Use Resources Provide Support and Aid in the Persistence of Indiana University Students

Abstract

Collegiate recovery programs for substance (mis)use in the U.S. have expanded over the last decade, but there is little research to understand their effectiveness. Understanding the effectiveness of these programs is vital to enhancing the persistence of college students who (mis)use substances. This study, guided by a Bronfennbrenner-Astin theoretical framework, involved interviewing the staff members who implement intervention and/or support resources for substance (mis)use at Indiana University Bloomington (IUB), as well as Indiana University-Purdue University Indiana (IUPUI). Secondary data from IUB’s Substance Use Intervention Services, as well as the research team’s own survey, was used for descriptive statistics. The team used thematic coding to determine key themes that elucidated how students connected with such resources, as well as how the resources aided in students’ persistence. Key themes helped the team understand students’ initial pathways to substance (mis)use resources, as well as the goals, atmospheres, and effectiveness of these resources. The themes demonstrate that quality, positive engagements between students and staff, as well as the warmth of the physical environment, help staff members at substance (mis)use services accomplish their work.