Nonacademic Factors That Effect Early College High School Student's Resilency

This qualitative descriptive study was an exploration of how counselors in early college high schools (ECHSs), administrators in ECHSs, and the technical coaches who support the ECHS model contribute to students’ resilience toward academic recovery. Using semistructured interviews and survey questions, a sample of 15 counselors, administrators, and technical coaches shared factors that impact ECHS recruiting practices, attrition rates, and the educational success of individual ECHS students. Three themes were extracted from a sample of educators’ descriptions regarding their perception of the ECHS environment and the benefits and challenges they experienced while working with ECHS students. They included the combined influence of family and environmental support, peer relationships as catalysts for academic and personal growth, and extracurricular engagement as a stress management and adaptation mechanism. The discussion of the findings focused on the experiences and perceptions of the educators working inside an ECHS. The results showed how family, peers, and extracurricular activities support ECHS students’ academic recovery, indicating the value of improved college preparedness among secondary school students. Recommendations for practice include implementing comprehensive family engagement programs, developing peer mentoring initiatives, expanding and diversifying extracurricular offerings, and creating a supportive school culture. The results of this study provide further insight into ECHSs and how they serve their targeted population. Researching nonacademic factors that affect ECHS resiliency and academic recovery provided educational leaders with invaluable data in developing strategic initiatives, supports, and recruiting practices for improving the ECHS experience. Keywords: college readiness, college preparation, early college high school, resilience, environmental support, personal growth, stress management