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Institutions of higher education develop probation policies for students struggling academically. Studies of academic probation programs have not investigated effects related to individualized academic coaching models designed to enhance student sense of belonging and self-efficacy. This study examines variation in attendance at coaching meetings using longitudinal administrative records of students on probation at a public institution in the Northeastern US. We estimated unbiased effects of this academic probation intervention on earned GPA using fixed effects regression methods. Findings demonstrated a moderate-to-large effect that was robust to various specifications of the intervention. We discuss recommendations for practice, including the need to be proactive, collaborative, and flexible to keep students accountable.

Many individuals have experienced increased stress and distress during the COVID-19 pandemic. College students with disabilities may have experienced the pandemic as more threatening and stressful due to exposure to risk factors for contracting COVID-19 and stressors related to college and health and safety. This study examined differences in general stress, cognitive appraisals of the pandemic (e.g., viewing the pandemic as threatening or uncontrollable), and pandemic-specific stress between southeastern college students with and without disabilities. Analyses of covariance revealed group differences in general stress, threat appraisal of the pandemic, and pandemic-specific stress related to academics, larger societal concerns (e.g., economy, death toll), concern for loved ones' well-being, financial issues, health and safety concerns, mental health concerns, uncertainty about the future, concern regarding access to medical resources, and technology concerns. Participants with disabilities viewed the pandemic as more threatening and stressful than those without a disability. Participants with comorbid mental health, learning, and/or physical disabilities reported greater threat and stress compared to other groups, with those with a mental health disability only also showing this pattern. As policies related to course formats and COVID-19 safety precautions change, further examination of pandemic appraisals and stress should continue in order to provide recommendations to student support professionals. [ABSTRACT FROM AUTHOR]

This study sought to determine risk and protective factors related to COVID-19 pandemic-specific post-traumatic stress disorder in university students. Students at a United States university (N = 769) completed an online survey during fall 2020 and spring 2021 semesters. Significant risk factors were poor health, prior trauma, poor family functioning, loneliness, poor sleep quality, COVID anxiety, disengaged coping, depressive symptoms, perceived college risk, perceived job risk, COVID fear, negative religious coping, and engaged coping. Significant protective factors were social connection and social support. Findings help inform about the mental health needs of university students during a pandemic and support services to address these needs. [ABSTRACT FROM AUTHOR]