Adverse Childhood Experiences (ACEs) are traumatic events experienced by children and adolescents ages zero to 17 that can have a long-lasting effect on a person's overall mental and physical health. Recent studies have shown that the rate of students entering college with one or more ACEs has increased, potentially resulting in a lower rate of college completion. The purpose of this study is to gain insight into how college students with multiple ACEs navigate the college experience despite their barriers. College students are a unique population due to their range of diversity in every aspect of a student's life, including race/ethnicity, number of ACEs, level of resiliency, and life experiences. Using a mixed-methods strategy, a cross-sectional design will be applied for a set of initial surveys to establish demographic information of the college student body. Then, a qualitative/narrative design will be used for students with multiple ACEs (four or more) to gain perspective of their college experience, including their resiliency and use of resources. By using a mixed-method design, the results will be able to highlight a percentage of the current college population in relation to ACEs and gain insight into the college interventions/resources from the point of view of students. Research has proven that ACEs can create potential barriers for college students when pursuing their college degrees. However, more research needs to emphasize student resiliency, social support, and the utilization of interventions.

Thesis Completion




Thesis Chair/Advisor

Hinojosa, Melanie


Bachelor of Arts (B.A.)


College of Sciences





Access Status

Open Access

Release Date


Included in

Sociology Commons