Research Study

The prevalence of illicit substance use among individuals worldwide has increased significantly over the past decade, increasing fatal overdoses among African American students aged 18 to 25. There are safeguards in place including Collegiate Recovery Programs (CRP) that provide students with an outlet for recovery; however, program availability is limited. The problem of fatal overdoses among minority populations prompted additional research to determine if participating in CRP programs helps students improve their academic performance, deter school dropout rates, prevent relapse and overdoses among African American Students attending college in the United States. The purpose of this qualitative method and case study design was to explore the perceptions of African American students about the long-term influences of CRP availability, participation, and social identity changes on academic performance, school dropout rates, and relapse and overdose prevention in collegiate settings. The sample consisted of n = 41 individuals from minority backgrounds who were enrolled in or had participated in a CRP within the past five years of graduation and from at least two different academic institutions in the United States. The data analysis process included a thematic analysis process using NVivo 12 research software that consisted of analyzing survey responses, latent coding, theme identification, theme review, theme interpretation, and the study conclusion. The findings indicated that CRP participation effectively increased the participant’s academic performance, deterred school dropout rates, deterred reduction of relapse and overdose vulnerability, positively changed their social identity, and influenced their long-term recovery by aiding their transition from an academic setting to their professional career. Recommendations include college leadership effectively expand CRP programs at their universities to help students with substance-related issues. Additionally, another recommendation is for program leadership to emphasize the need for students to change their social circles to change their identity for long-term recovery.