Retention rates of college students has continued to be a large concern for those associated with higher education (Habley et al., 2004). A successful high school to college transition experience has been identified as a key factor in a student’s decision to remain in college and persist to graduation (Broglia, et al, 2016). Furthermore, more students with mental health challenges are entering higher education settings (Bewick, et al., 2008).
The intent of this study was to describe the college transition experience through the lens of the theoretical framework from Schlossberg’s (1984) transition theory. This theory provided a framework through which to study how students with mental health needs experience their transition to a college setting and how this experience is impacted by a campus environment. Therefore, this study provided an additional context to further impact college support and mental health providers at the college level in order to develop or improve the high school to college transition programs for this unique population of students.
The central research questions which guided study included: How do first year undergraduate college students who self-identify with mental health challenges, perceive their transition into college? What are the elements that contribute to a successful transition for first year undergraduate college students who self-identify with mental health challenges? How do first year undergraduate college students who self-identify with mental health challenges perceive the existing (and needed) support structures at a small private university, as it relates to their transition?
","abstract_html":"<p>Retention rates of college students has continued to be a large concern for those associated with higher education (Habley et al., 2004). A successful high school to college transition experience has been identified as a key factor in a student’s decision to remain in college and persist to graduation (Broglia, et al, 2016). Furthermore, more students with mental health challenges are entering higher education settings (Bewick, et al., 2008).</p> <p>The intent of this study was to describe the college transition experience through the lens of the theoretical framework from Schlossberg’s (1984) transition theory. This theory provided a framework through which to study how students with mental health needs experience their transition to a college setting and how this experience is impacted by a campus environment. Therefore, this study provided an additional context to further impact college support and mental health providers at the college level in order to develop or improve the high school to college transition programs for this unique population of students.</p> <p>The central research questions which guided study included: How do first year undergraduate college students who self-identify with mental health challenges, perceive their transition into college? What are the elements that contribute to a successful transition for first year undergraduate college students who self-identify with mental health challenges? How do first year undergraduate college students who self-identify with mental health challenges perceive the existing (and needed) support structures at a small private university, as it relates to their transition?</p>","abstract_has_math":false,"creators":["Seymour, Kathlene R."],"institution":null,"degree_name":"Ed.D.","degree_level":"Dissertation in Practice","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Norma L. Hafenstein","Paul Michalec","Lindsey Reinert"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-01-01T08:00:00Z","date_published":"2021-01-01T08:00:00Z","updated_at":"2026-07-24T02:02:38Z","subjects":["College transition","High school to college transition","Mental health","Retention","Schlossberg's transition theory","Curriculum and Instruction","Education"],"languages":["en"],"rights":["Copyright is held by the author. User is responsible for all copyright compliance.
"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.du.edu/etd/1986","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Norma L. Hafenstein","Paul Michalec","Lindsey Reinert"]},{"key":"dc:creator","label":"Author","values":["Seymour, Kathlene R."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2022-02-09T08:00:00Z"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation in Practice"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["College transition","High school to college transition","Mental health","Retention","Schlossberg's transition theory","Curriculum and Instruction","Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright is held by the author. User is responsible for all copyright compliance.
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The intent of this study was to describe the college transition experience through the lens of the theoretical framework from Schlossberg’s (1984) transition theory. This theory provided a framework through which to study how students with mental health needs experience their transition to a college setting and how this experience is impacted by a campus environment. Therefore, this study provided an additional context to further impact college support and mental health providers at the college level in order to develop or improve the high school to college transition programs for this unique population of students.
The central research questions which guided study included: How do first year undergraduate college students who self-identify with mental health challenges, perceive their transition into college? What are the elements that contribute to a successful transition for first year undergraduate college students who self-identify with mental health challenges? How do first year undergraduate college students who self-identify with mental health challenges perceive the existing (and needed) support structures at a small private university, as it relates to their transition?
"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["College Transition Experience: First Year Undergraduate Students and Self-Identified Mental Health Challenges"]}]}],"canonical_facts":{"dc:contributor":["Norma L. Hafenstein","Paul Michalec","Lindsey Reinert"],"dc:creator":["Seymour, Kathlene R."],"dc:date.available":["2022-02-09T08:00:00Z"],"dc:description.abstract":["Retention rates of college students has continued to be a large concern for those associated with higher education (Habley et al., 2004). A successful high school to college transition experience has been identified as a key factor in a student’s decision to remain in college and persist to graduation (Broglia, et al, 2016). Furthermore, more students with mental health challenges are entering higher education settings (Bewick, et al., 2008).
The intent of this study was to describe the college transition experience through the lens of the theoretical framework from Schlossberg’s (1984) transition theory. This theory provided a framework through which to study how students with mental health needs experience their transition to a college setting and how this experience is impacted by a campus environment. Therefore, this study provided an additional context to further impact college support and mental health providers at the college level in order to develop or improve the high school to college transition programs for this unique population of students.
The central research questions which guided study included: How do first year undergraduate college students who self-identify with mental health challenges, perceive their transition into college? What are the elements that contribute to a successful transition for first year undergraduate college students who self-identify with mental health challenges? How do first year undergraduate college students who self-identify with mental health challenges perceive the existing (and needed) support structures at a small private university, as it relates to their transition?
"],"dc:format":["application/pdf"],"dc:identifier":["https://digitalcommons.du.edu/etd/1986"],"dc:language":["en"],"dc:rights":["Copyright is held by the author. User is responsible for all copyright compliance.
"],"dc:subject":["College transition","High school to college transition","Mental health","Retention","Schlossberg's transition theory","Curriculum and Instruction","Education"],"dc:title":["College Transition Experience: First Year Undergraduate Students and Self-Identified Mental Health Challenges"],"thesis:degree_level":["Dissertation in Practice"],"thesis:degree_name":["Ed.D."]},"updated_at":"2026-07-24T02:02:38Z"}