Investigating Trauma, Mental Health Well-Being, and Academic Success in First-Year HBCU Students Using Astin's Input-Environment-Output Model

As the national youth mental health crisis continues to impact campuses, HBCUs have not been immune. Despite the critical role HBCUs play in providing safety and social mobility for Black students, the ways in which they address student mental health well-being remain underexplored. To that end, this study explored the lived experiences of mental health well-being and institutional support of 22 first-year HBCU students with significant histories of trauma exposure. Basic qualitative design was used to collect and analyze semi-structured interviews. Several themes emerged, including safety and trauma, mental health awareness and services, relationships and well-being, academic stress & environment, authentic and holistic relationships, and faculty roles. Implications for how HBCU leaders may enhance student support to better promote mental health well-being and success are discussed.