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Campus support programs (CSPs) in higher education institutions seek to address the barriers encountered by students who experienced foster care or homelessness (SEFC/H). This mixed methods study of a CSP at Florida State University examined the SEFC/H's service use and students' perceptions of the CSP to better understand student experiences. Study participants included 54 CSP students who graduated between 2015 and 2020. They completed surveys at graduation and six months and one year post-graduation. Students reported service use and perceptions of the services' helpfulness. They described what they valued in the CSP and what the CSP could have done to better prepare them for life after graduation. Findings show a high level of service use and perceptions of helpfulness. Students reported valuing the support; resources; physical space; sense of belonging, community, family, and home; growth and motivation; and success because of their CSP involvement. Areas where students believed the CSP could better prepare them for life after graduation included finances, graduate school, career planning, life skills, and connections. Implications for CSP include assisting SEFC/H with (a) planning and life skills, (b) financial literacy and money, and (c) mentors and connections.

Background: Postsecondary education can provide opportunities for students from traditionally hidden populations like those who have experienced foster care or homelessness. To assist these students, campus support programs (CSPs) provide a wide range of services and activities. Objective: Evidence of the impact of CSPs is limited, and little is known about how students who were involved in CSPs fare at or after graduation. This study seeks to address these gaps in knowledge. Methods: This mixed-methods study surveyed 56 young people involved in a CSP for college students who have experienced foster care, relative care, or homelessness. Participants completed surveys at graduation, 6 months post-graduation, and one-year post-graduation. Results: At graduation, over two-thirds of the students felt completely (20.4%) or fairly (46.3%) prepared for life after graduation. Most felt completely (37.0%) or fairly confident (25.9%) that they would get a job after graduation. Six months after graduation, 85.0% of the graduates were employed, with 82.2% working at least full-time. 45% of the graduates were enrolled in graduate school. These numbers were similar a year after graduation. Postgraduation, participants described areas of their lives that were going well, obstacles and hardships faced, changes they would like to see in their lives, and post-graduation needs. Across these areas themes were present in the areas of finances, work, relationships, and resilience. Conclusions: Institutions of higher education and CSP should assist students with a history of foster care, relative care, and homelessness to ensure that after graduation, they have adequate money, employment, and support.