6 Hidden Student Populations: Substance Recovery

While many people view college student substance use as normal and expected, the true nature of the issue is often overlooked. Students often use substances in order to feel as though they belong. Peer pressure often drives them to partake in drinking and drug use at parties or sporting events. This section allowed me to further understand the significance of this problem and its effects on student success within higher education. While many institutions focus on preventative methods, treatment and recovery efforts could benefit greatly from reformation and program implementation. Even where programs already exist, the stigma surrounding those who suffer from substance abuse often hinders them from seeking the help they need, and the normative viewpoints linked to college student substance use can sometimes cause recovering students to feel unsafe on their college campuses due to the potential exposure to drugs or alcohol. This section also inspired me to further my research on the topic and I will be working on this subject for my Creative Component. In the summer, I hope to work on establishing a Collegiate Recovery Program at Oklahoma State University for my practicum for the Hidden Student Populations certificate.

Stigma as a Hindrance to Substance Abuse Support and Recovery in Higher Education

            To conquer an addiction is like scaling a mountain. Managing recovery and sobriety is like slowly climbing back down, trying to not fall. College students are stereotyped as party animals, attending gathering after gathering, surrounded by a plethora of drugs and alcohol. The fun never has to end, or at least it can feel that way for many. Colleges almost seem to expect this of students, as many look at drinking and drug use as a rite of passage. While universities have been addressing the issue of substance abuse prevention and treatment for years, there is not much to be said about what these institutions are doing for those who are in recovery. The stigma surrounding substance abuse as well as treatment and recovery often leads to those who need help not seeking treatment or assistance. To better serve those who need treatment as well as those who are in recovery, higher education institutions need to address the issue of stigma and reframe the programs they utilize to make those in recovery more comfortable so that they will stay in recovery as well as in the classroom.

Statistics

22.2% of full-time students report illicit drug use while 39% engage in binge drinking. The use of alcohol and substances can lead to injury, legal issues, sexual and physical assault, and death (Iarussi, 2018). These figures demonstrate that the issue is much greater than most would suspect. In 2014 alone, approximately 21.5 million young adults experienced a substance abuse disorder in the United States. It has been estimated that ten percent of the US adult population will experience a drug use disorder within their lifetime (p. 46). While many programs have been established to serve those who struggle with addiction, many do not know how large the issue truly is. Heavy drinking is very common among college students, and about 80% consume alcohol annually (Miller et al., 2020). While many view drinking and drug use as harmless and as a rite of passage, the consequences that result from this behavior can have negative and lifechanging impacts. Sometimes acts that seem harmless, such as indulging in a few drinks at a party or sporting event, can lead to an unhealthy dependence that can soon turn into an addiction. Since alcohol and drug use is expected of college students, there seems to be a lack of preparation in catching these problems early on. Prevention methods on college campuses can help students avoid these consequences, and treatment programs can help those who are struggling with said consequences get back on their feet, but what are college campuses doing to assist those who are in recovery?

Stigma and Recovery

Most of those who suffer from substance abuse wish to hide that part of themselves from others for fear of being judged or ostracized. Those who struggle with alcoholism or drug addiction tend to be viewed as irresponsible, unreliable, or out of control. Those who are in recovery may keep their past struggles from others because they feel that their peers may view them differently if they knew the truth. The stigma around substance abuse, treatment, and recovery often prevents students from seeking help when they truly need it. Mackert et al. (2014) states that this stigma can often create a separation mindset, contributing to students refusing help or failing to see aid when they need it. When many of those who need assistance hide their problems from others, it can cause the issue to be seen as lesser than what it is. Colleges and institutions may not understand the true nature of the problem, and they may not be able to evaluate an accurate number of those who need treatment.

Another issue regarding the stigma around substance use and alcohol use among college students is that those who may wish to hide their true experiences may find themselves in a place where they are offered alcohol or substances, and that can be very triggering and uncomfortable. The person offering them something may question them when they decline. In a setting where the use of substances and alcohol is so common, it may raise some questions when one decides to not partake. There is a stigma surrounding the problem of substance abuse and treatment, but there is also a stigma around not participating in the use of drugs and alcohol. Peer pressure can be a very powerful and persuasive tool, and the constant temptations may be too much to handle for those who are in recovery. This may cause them to avoid social events such as parties and gatherings where drugs and alcohol are likely to be readily available and even directly offered to them. Another issue with stigma is that because certain substances are illegal, students who use them may not wish to disclose their problems because they fear that they will face dire consequences like arrest or incarceration.

Potential Causes

Many students arrive at college and find themselves with the most freedom they have ever experienced. They find that they are completely in control of most aspects of their lives. This increased autonomy from their parents along with the social environment of a college campus and the readily available access of drugs and alcohol all contribute to the widespread use of substances across higher education institutions (Mackert et al., 2014). College students may legally be considered adults, but they are still developing mentally, and they are still learning about who they are. College, for many, is where they will develop a stronger sense of self and a better understanding of their identity. The use of drugs and alcohol is to be expected by colleges and universities. We have almost normalized the issue, which draws awareness away from the true nature of the problem (Staton et al., 2018). When we fail to address the reality of the issue, we cannot fully serve and support those who need help with addiction treatment and recovery.

Recovery

Those who manage to reach recovery have accomplished so much, but the stage of recovery is a separate challenge that tests one’s abilities each day. College campuses are notoriously known for having abundant supplies of alcohol and drugs, so students in recovery may often feel isolated and withdrawn from their peers as they will likely not participate in social events where they may be tempted to partake in substance use. While many students view higher education as an important step in their recovery, they will sadly find that they are at frequent risk of exposure (Staton et al., 2018). This can lead to a decline in on-campus involvement for recovering students, and a lack of involvement can contribute to higher attrition rates. While colleges and universities often have programs in place to assist those in treatment as well as prevention programs, the needs of students in recovery are often overlooked by higher education institutions.  In her memoir Unbroken Brain, Maia Szalavitz (2016) notes how she once believed that beating her addictions meant simply making it through the stages of withdrawal. She discusses that before she learned better coping mechanisms, she was almost guaranteed to relapse. This demonstrates how students in recovery may need additional support to stay in recovery and to also stay enrolled.

Recovery is defined as “a voluntarily maintained lifestyle characterized by sobriety, personal health, and citizenship” (Perron et al., 2011, p. 48). This definition separates those who are in the stage of recovery from those who are actively abusing alcohol and substances. While many programs focus on treatment and prevention, those who are in recovery need specialized assistance because they are at risk of relapse. College students experience many stressors that increase their chances of developing mental health disorders. Many students turn to substances as a coping mechanism. When those in recovery face mental health challenges or increased stress due to balancing their responsibilities with school, they may be tempted to go back to old habits to deal with everything that they are having to manage in their lives. Colleges and universities should work on establishing specialized support networks that aim to assist those who are in the stages of recovery maintain their sobriety while also working towards their academic goals.

Collegiate Recovery Communities

Many institutions have succeeded in assisting those in recovery through the implementation of Collegiate Recovery Communities. These communities promote a “recovery-friendly space” that allows students to come together and share their personal experiences in a stable and secure place (Staton et al., 2018, p. 451). These programs focus on relapse prevention training while also ensuring that these students have a strong support network that they can depend on when things get difficult for them, and they may be tempted to relapse. Recovery is an ongoing process, and students in recovery need ongoing support. Social support is needed, and social support found in the form of a group or organization is ideal. Outside support networks may not always be helpful. Intimate or romantic relationships may cause problems for recovering students, which can lead to relapse. CRC programs within college campuses can provide that source of social networking and community that will allow recovering students to feel welcome, and more importantly to feel seen and understood.

Limitations

While CRC programs have shown to be successful in aiding students in recovery while in school, not all colleges have these programs available. Staton et al. (2018) notes that although the first CRC was developed in 1977, today there are still many universities that do not have a CRC program in place, and there are currently no CRC programs available in the state of Oklahoma. The National Institute on Alcohol Abuse and Alcoholism published a call to action urging colleges to implement drinking interventions. Although almost all institutions use educational programs to address student drinking, only about half of them offer intervention programs (Mackert et al., 2014). Many schools simply do not have the funds to provide steady support, and many do not truly see the issue as some others do. For example, a two-year institution may have issues regarding student alcohol and drug use, but if the students are not partaking in the use of substances on the campus, then the institution may not be fully aware that there is an ongoing issue. Bigger schools with on-campus housing and Greek systems seem to have bigger problems because the issues are seen from a closer perspective by faculty and higher education professionals. Although some institutions may not have the funding or the manpower to better address the issue of student substance abuse and alcohol abuse, they may be able to work closely with an existing mental health services program, or even a program available within the local community, or to implement a recovery program through counseling.

Mental Health and Substance Use

Many colleges and universities offer on-campus mental health services for their faculty, staff, and students. Some even open their services to the surrounding communities. Mental health awareness plays a major role in the success of those who are in recovery. Through healthy coping mechanisms and emotion management, those who struggle with addiction have a better chance of staying sober. The main issue here is that not all institutions offer mental health services, and for those who cannot access these services through their college or university, they may not have an alternative option available. If they seek counseling outside of school, they may also not be able to afford the cost. Even when these programs are readily available to students, they may not be able to access them as space may be limited.

Mental health counseling and recovery assistance should merge to assist students who may need help with both. While alcohol and substance related problems are misrepresented in universities throughout the US, so are mental health problems. There is not much supporting research that can tell us how related the two issues are. Miller et al. (2020) notes that the time in which many young adults enter college overlaps with the developmental stages where many mental health disorders tend to manifest. “Among college-age young adults, symptoms of depression have also been tied to alcohol use outcomes, [and] college students with higher levels of depression report more frequent heavy drinking and are more likely to report negative consequences as a result of their alcohol use” (p. 2). There is a significant tie between mental health disorders and alcohol use among college students. Addiction is also considered a mental health disorder. Mochrie et al. (2018) argues that students who have ADHD are more likely to develop substance abuse problems. Since there are already existing programs that assist students with their mental health and wellness, implementing an additional program to address the issue of substance abuse and treatment is completely plausible. While every student’s experience may be different, all of them deserve help and support.

Recovery Specific Counseling

For universities that offer both recovery assistance and mental health services, a viable option to improve these efforts would be merging these two programs into one. The colleges that do not offer a CRC could greatly benefit from implementing one for their students. The CRCs could partner with counseling services to provide recovery-specific aid to those who are struggling with balancing college life, personal life, and sobriety life. To better serve these students, CRC programs provide them with a safe space where they can comfortably exist without fear of judgment for their choices or for their past. These programs sometimes offer specialized housing where they can be around others who may share similar experiences. They have specific counseling services with support staff who are well-equipped to assist them with their problems related to sobriety and recovery management.

Advocacy is a great tool that can help eliminate stigma across college campuses. CRC programs can work with on-campus counseling services to bring awareness to the issue of substance and alcohol abuse. With more awareness, more people may be able to understand the issue and they may be more comfortable sharing their stories about their personal experiences with alcohol and drug use. If more people who hide their personal struggles with substance abuse could hear about others who share similar experiences, then they may be more comfortable reaching out for assistance or treatment. Additionally, presenting more information to freshmen classes regarding addiction and substance abuse may allow those who need help feel more comfortable asking for assistance or accessing available resources. More colleges and universities should provide training for faculty and staff regarding the issues of substance abuse and alcoholism to better serve those affected.

Alcohol and drug use are two major issues among college students throughout the nation. Higher education and student affairs professionals work to reduce the harm that stems from these problems using prevention programs and treatment programs, but those who struggle with the stages of recovery are an underserved population. Through Collegiate Recovery Communities, many institutions can aid those who are in recovery to ensure that they are able to remain enrolled in their degree programs. For others who may not have access to a CRC at their school, they may find that they are unable to manage their mental health problems while also trying to navigate through their course loads. This may lead them to potentially relapse or withdraw from school. The merging of recovery assistance with mental health services is an ideal option for colleges to better address the issue of substance abuse among their student populations.

Reflection

Throughout this semester, I have learned a lot about substance abuse and alcohol abuse. I did not have much knowledge regarding this population prior to taking this course. This specific section made me nervous because I am terrified of substance abuse and alcoholism. I have an addictive personality and so I stay away from drugs and alcohol out of fear of developing a dependency. My only experience with this subject prior to the beginning of the semester was my personal experience with dating an alcoholic. The readings and documentaries we have utilized during this course have informed me and they have also allowed me to reflect on some of the things that I witnessed during my relationship. I used to often question some of the things that my ex said or did, and I now know that most of those things were said or done because of the disease and not because my partner was necessarily being mean or malicious towards me. Unfortunately, the situation I found myself in cause me to drop out of graduate school the first time that I was accepted back in 2018. I managed to finish one class before withdrawing, scraping by with a B that I do not even feel I earned. When my professor asked me why I did not do better in her course, I confided in her about some of the things that were happening in my personal life. She was sympathetic and understanding, but she told me that she wished I had told her sooner. Thinking back on this experience allows me to better understand how students may struggle to open up about the problems that they are facing.

I have also learned about the specific hindrances of students in recovery. I learned that while many schools offer programs designed for those who require treatment for their substance abuse, not many address students who need additional support while in the stages of recovery. Before this class, I never really thought about those in recovery and how their struggles may be even greater while attending college and being around drug and alcohol use. I have also learned more about how addiction physically affects the brain. Maia Szalavitz’s telling story about her personal struggles with addiction and recovery informed me of just how complicated and difficult it can be to overcome addiction and to stay sober. I have also learned that anyone can struggle with addiction, regardless of age, gender, or economic status.

I feel that the implementation of a Collegiate Recover Community would be an excellent opportunity for Oklahoma State University. There are currently no CRC programs active within the state of Oklahoma. Oklahoma State University offers mental health services to their students and merging this service with a CRC would be a great way to provide further support for recovering students. A CRC program would allow this population to feel more welcome within their higher education institutions, and they would have a network of support to fall back on when needed. CRC programs can provide a sense of community amongst recovering students, boosting student engagement. This is very important for retention and overall academic success.

Another potential program that could be implemented is an informative presentation that can be shown to freshman classes during the first-year experience courses or maybe orientation courses where options for treatment and recovery are thoroughly addressed. Most colleges put their emphasis into prevention measures and safe ride programs, but more resources need to be provided for those who are going through recovery. The implementation of an informative panel where recovery and treatment programs are presented and discussed to incoming freshman could potentially help eliminate some of the stigma that surrounds the population of students in recovery, allowing those who need assistance to feel more comfortable asking for help.

I currently do not work in higher education, but I feel that I will be able to take the knowledge I have gained this semester and utilize it in my practice when I find a job within the field. I would like to continue researching about students in recovery as well as those who suffer from substance abuse and alcoholism. I would like to potentially work on creating more awareness about the true nature of these issues and their prominence within higher education.

Resources

Iarussi, M.M. (2018). The experiences of college students in recovery from substance abuse disorders. Journal of Addictions and Offender Counseling, 39(1), p. 46-62.

Mackert, M., Mabry, A., Hubbard, K., Grahovac, I., and Steiker, L.H. (2014). Perceptions of substance abuse on college campuses: Proximity to the problem, stigma, and health promotion. Journal of Social Work Practice in the Addictions, 14(3), p. 273-285.

Miller, M.B., Hall, N., DiBello, A.M., Park, C.J., Freeman, L., Meier, E., Leavens, E.L.S., and Leffingwell, T.R. (2020). Depressive symptoms as a moderator of college student response to computerized alcohol intervention. Journal of Substance Abuse Treatment, 115, p. 1-7.

Perron, B.E., Grahovac, I.D., Uppal, J.S., Granillo, T.M., Shutter, J., and Porter, C.A. (2011). Supporting students in recovery on college campuses: Opportunities for student affairs professionals. Journal of Student Affairs Research and Practice, 48(1), p. 47-64.

Staton, S.C., Melekis, K., and McCarthy, P. (2018). A review of collegiate recovery communities and recommendations for implementation on a small residential campus. Innovative Higher Education, 43, p. 447-462.

Szalavitz, Maia. (2016). Unbroken Brain. Picador.

ACPA and NASPA (2015) Competency Statement:

Students in recovery often face stigmatized views and opinions from faculty, staff, and their peers. The competencies concerning social justice and inclusion as well as advising and supporting easily fit in with the discussion of students in recovery or students who may still actively use substances like drugs or alcohol. Recovery should be something that we openly celebrate, and it should not be something to take place behind closed doors. Students in recovery deserve to know that their institution backs them up and supports them in their efforts to maintain their sobriety.