Substance Use and Trauma Among Adult Education Students in the United States

Brittany Miller-Roenigk; Michael Awad; Maria C. Crouch; Derrick M. Gordon

doi:10.1177/07417136211069415

Substance Use and Trauma Among Adult Education Students in the United States

Brittany Miller-Roenigk
, Michael Awad
, Maria C. Crouch
, Derrick M. Gordon

Research output: Contribution to journal › Article › peer-review

3 Scopus citations

Abstract

Adult basic education (ABE) programs in the United States serve millions of students annually to help them achieve high school equivalency, English proficiency, and other skills. These skills are necessary for upward mobility and competitiveness in the labor market, which is important for ABE students who are disproportionately affected by racial/ethnic disparities and poverty. Among learners who are not in ABE programs, substance use and trauma affect student outcomes. Similar research is limited among ABE students. Understanding the influence of these factors among ABE students can better inform interventions. The current study, grounded in Stress and Coping Theory, examined rates, risk factors, and gender differences for substance use and trauma among 286 ABE students. Results indicated that trauma is prevalent and associated with substance use, substance use suggests a need for brief counseling, and there were gender differences in substance use behaviors. Recommendations for interventions among ABE programs are discussed.

Original language	English
Pages (from-to)	81-101
Number of pages	21
Journal	Adult Education Quarterly
Volume	73
Issue number	1
DOIs	https://doi.org/10.1177/07417136211069415
State	Published - Feb 2023

Bibliographical note

Publisher Copyright:
© The Author(s) 2021.

Funding

We would like to thank and acknowledge the contributions and support of Michelle Bonora and Toni Walker. Moreover, Michael Awad's contribution to this project was partially supported by the National Institute of Drug Abuse of the National Institutes of Health under Award Number T32DA019426. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health or of contributors. We also appreciate the participants who shared their stories and made this research possible. The authors report no conflicts of interest. The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the National Institute on Drug Abuse (grant no. T32DA019426).

Funders	Funder number
National Institutes of Health (NIH)
National Institute on Drug Abuse	T32DA019426

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

adult basic education
racial/ethnic minorities
substance use
trauma

ASJC Scopus subject areas

Education

Access to Document

10.1177/07417136211069415

Cite this

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abstract = "Adult basic education (ABE) programs in the United States serve millions of students annually to help them achieve high school equivalency, English proficiency, and other skills. These skills are necessary for upward mobility and competitiveness in the labor market, which is important for ABE students who are disproportionately affected by racial/ethnic disparities and poverty. Among learners who are not in ABE programs, substance use and trauma affect student outcomes. Similar research is limited among ABE students. Understanding the influence of these factors among ABE students can better inform interventions. The current study, grounded in Stress and Coping Theory, examined rates, risk factors, and gender differences for substance use and trauma among 286 ABE students. Results indicated that trauma is prevalent and associated with substance use, substance use suggests a need for brief counseling, and there were gender differences in substance use behaviors. Recommendations for interventions among ABE programs are discussed.",

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Substance Use and Trauma Among Adult Education Students in the United States

Abstract

Bibliographical note

Funding

UN SDGs

Keywords

ASJC Scopus subject areas

Access to Document

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