University Students’ Psychological Adjustment After Disasters: Investigating the Role of Post-Disaster Stressors, Sense of Community, Social Support Exchanges, and Shifts in Worldviews

Behavioral Sciences · 2026-03-05

This multi-university, multi-disaster study examined associations among prior trauma exposure, disaster exposure, and post-disaster life stressors with mental health outcomes, as well as the potential protective roles of a perceived altruistic community, post-disaster social support exchanges, and changes in world beliefs. University students in disaster-affected areas of the mainland United States and Puerto Rico (N = 666; 77.5% female; M age = 21.26) completed an online survey assessing disaster exposure, post-disaster life stressors, perceptions of community unity, social support exchanges, post-disaster changes in world beliefs, and symptoms of posttraumatic stress (PTSS), depression, and anxiety. Younger age emerged as a risk factor for depression and anxiety, and Black participants reported higher PTSS than White participants. Greater lifetime trauma exposure, experiencing the hurricanes in Puerto Rico or the California wildfires (compared to mainland hurricanes), and reporting more post-disaster life stressors were each associated with elevated PTSS, depression, and anxiety symptoms. In contrast, a stronger sense of an altruistic community was associated with lower levels of these symptoms. More positive post-disaster changes in beliefs about the world were related to lower PTSS and depression, whereas greater involvement in social support exchanges was associated with higher PTSS. Findings underscore the importance of identifying both risk and protective factors that shape young adults’ post-disaster adjustment.

“Everything is in twos”: A qualitative study of the mental health of adults who lived alone during the pandemic.

Psychological Trauma Theory Research Practice and Policy · 2026-03-09

OBJECTIVE: Global public health emergencies occur regularly; therefore, understanding the experiences of often overlooked populations during the pandemic is necessary to promote better public health responses in the future. The present study investigated the factors influencing the mental health of adults of all ages who lived alone during the pandemic. METHOD: = 37) were asked about their mental health experiences over the course of the pandemic in eight focus groups that were conducted from November 2021 to April 2022. Participants lived across the United States, 51.3% were younger than 60 years old and 89.2% identified as female/woman. Coinvestigators coded the transcribed focus groups using reflexive thematic analysis. RESULTS: including societal, social, intrapersonal, and environmental factors, as well as worldview changes. Participants noted economic strain, social/political climate, changes in physical health, weather, and loss of feeling safe in the world, among other factors. CONCLUSIONS: Results provide insight into the range of mental health experiences and the sources of mental health changes among individuals of all ages who lived alone. By tailoring interventions and outreach to single-person households, program developers and mental health providers can help mitigate the effects of isolation and encourage more adaptive responses during future public health emergencies. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Preparing for future public health emergencies through elevating the voices of those who lived alone during the pandemic

International Journal of Disaster Risk Reduction · 2025-08-27

Single-person households comprise a significant proportion of the population and their experiences during the restrictions associated with the COVID-19 pandemic are critical to improving practices for future public health emergencies. This study assessed the experience of living alone, perceptions of the public health guidance, and recommendations based on the lived experience of participants. Eight focus groups were conducted with participants (n=37) of all ages across the United States during the later stages of the pandemic (November 2021-April 2022). Thematic analysis was used to identify codes and themes. Interrater reliability (85%) was strong, and consensus coding was used to resolve discrepancies. The analysis team, including principal investigators with lived experience of living alone during the pandemic, developed themes from the codes. Participants noted the extreme degree of isolation they experienced during the pandemic restrictions compared to those in multi-person households, but also noted benefits to living alone. They noted a lack of specific guidance, or even acknowledgement of, people of all ages living alone during the pandemic or found that the guidance was unhelpful. When tailored guidance was provided, it was perceived well. Recommendations center on providing guidance for those that live alone, what supports are needed, which mainly involved increasing accessibility of mental healthcare, and considerations for future public health emergencies, such as improved science communication. Being inclusive of all household types in forming policy and health recommendations may be a step in improving public messaging, gaining more public compliance with recommendations, and improving consumer satisfaction with health guidance. • This qualitative study provides the perspective of a geographically diverse group of people of all ages in the United States on the experience of living alone during the COVID-19 pandemic. • Participants noted costs and benefits to living alone compare to living with others. • Participants noted a lack of specific guidance for people living alone but wanted public acknowledgement and guidance. • Participants wanted increased transparency in science communication about the pandemic. • Increased access to mental health services was a common recommendation.

Changes in Child and Youth Mental Health Following the Return To In-Person Learning Post-COVID-19 Pandemic

Current Psychiatry Reports · 2025-10-07 · 4 citations

PURPOSE OF REVIEW: Changes in youth mental health during the pandemic have been well documented globally, but research on how mental health changed when schools returned to in-person learning is just emerging. This review summarizes the available global research on child and youth mental health following school reopening for in-person learning. RECENT FINDINGS: Results varied by the mental health indicator being assessed and by subgroups of children and youth, with age-related differences, and possible gender-related influences. Some modifiable risk and protective factors examined included time spent on homework; internet and social media use; physical activity; communication/conflict with others; optimism; social relationships with family, teacher and peers; parental mental health; and inconsistent discipline. Some youth fared better when schools reopened in-person, but for others mental health challenges persisted. Mental health services shifted during the height of the pandemic, and some supports are no longer available. Continued monitoring is needed to help with recovery and resilience.

Supporting children, families and schools: a community–university partnership to promote school readiness

School-University Partnerships · 2025-06-19 · 1 citations

Purpose This study examined trends in school readiness in the context of a community–university partnership (CUP) supported by funding from the local county through the Children and Families Commission. The study describes the influence of diverse community efforts on school readiness, focusing on the role of prekindergarten attendance in predicting children’s readiness for school. Design/methodology/approach Several community efforts to support school readiness were implemented over the years based on different strategic plan priorities. An evaluation framework was used to monitor community-wide trends in school readiness. Teachers at participating schools and school districts received annual training from the local university on using a universal school readiness screener, the Kindergarten Student Entrance Profile (KSEP) and rated all entering kindergarten students during the first three weeks of the school year. Trends were analyzed both before and after the COVID-19 pandemic. Findings Results revealed a trend toward improvement in overall school readiness over the years, despite a temporary decline during the pandemic. Prekindergarten attendance was significantly associated with students’ school readiness at kindergarten entry, even after controlling for child age. These findings were reported back to schools, the county government and funders, highlighting positive impacts of the CUP. Originality/value The findings underscore the importance of investing in prekindergarten programs as part of collaborative efforts to enhance educational outcomes, especially in response to challenges such as the COVID-19 pandemic. This study illustrates how strategic investments and collaborations can sustain and improve community wide school readiness outcomes over time.

Research priorities on physical-mental comorbidity in children and adolescents: an international consensus

EClinicalMedicine · 2025-10-10 · 4 citations

Physical-mental comorbidity in children and adolescents is an emerging global health concern, yet research remains fragmented and lacks a coordinated agenda. We conducted a global priority setting exercise using the Child Health and Nutrition Research Initiative method. A total of 134 research ideas were scored by 45 experts against five criteria: answerability, effectiveness, potential for paradigm shift, potential for translation and implementation, and impact on equity. The highest-ranked priorities focused on treatment strategies, early intervention, reducing disparities in care, and the role of schools and communities in supporting health. Comparative analyses revealed both shared and context-specific needs across income settings. This is the first global consensus on research priorities for child and adolescent physical-mental comorbidity and offers a strategic roadmap to guide future research and policy.

Promoting Early School Success: Protective Factors and Parental Engagement as Pathways to Kindergarten Readiness

European Journal of Education · 2025-10-18 · 1 citations

ABSTRACT Kindergarten readiness is shaped by both family and school contexts, highlighting the importance of an ecological perspective on early learning. The current study examined whether parental engagement mediates the relationship between parents' protective factors (e.g., social support) and children's kindergarten readiness when controlling for parental education. Participants included 853 kindergarten students whose readiness was assessed using the Kindergarten Student Entrance Profile (KSEP). A mediation analysis using Hayes' PROCESS macro revealed that parents' protective factors were indirectly associated with kindergarten readiness. Protective factors predicted higher parental engagement, which in turn predicted higher readiness scores. These findings underscore parental engagement as a key pathway through which protective factors support children's early learning. Implications for school psychologists and educators include strengthening family–school partnerships and providing resources that promote both caregiver engagement and involvement in children's learning to foster equitable kindergarten readiness.

Factors Associated with Treatment Duration in a Trauma-Focused Community Mental Health Setting

Behavioral Sciences · 2025-07-12

Using the behavioral model of engagement in health services, the current study assessed client characteristics that may contribute to treatment duration in trauma-focused psychotherapy in a community clinic setting. Participants (n = 893) were adults ages 18–78 years old (M = 36.36, SD 12.37). Demographic data (e.g., age, income) and health profile questionnaires assessing trauma and depression symptoms were collected at intake and every three sessions thereafter to track health outcome progress. Logistic regression models assessed factors associated with treatment duration at three time points: treatment initiation (0–2 sessions), treatment engagement (3–5 sessions), and treatment sustainment (6–8 sessions). For this sample, 38.6% ended treatment at the treatment initiation phase. Lower education level and higher quality of social relationships was predictive of ending treatment. In the engagement phase, 29.2% of the remaining participants (n = 548) ended treatment before six sessions, but there were no predictors of ending. During the sustainment phase, 31.7% ended treatment. African American race was associated with ending at this phase. In total, 70.3% of participants ended treatment before nine sessions. Participants who remained in treatment through the sustainment phase showed significant improvement in trauma and depression symptoms at each of the previous treatment phases, providing evidence of a dose response effect. Lower education, higher quality of social relationships, and African American race were associated with leaving treatment early. Many participants ended treatment before nine sessions, but those that completed treatment experienced improvement in symptoms to sub-clinical levels.

University Students’ Post-Disaster Adjustment: The Role of Changes in Beliefs, Social Support, and Sense of Unity Authors Blinded for Review

SSRN Electronic Journal · 2024-01-01 · 1 citations

School readiness profiles: Does the quality of preschool education matter?

School Psychology · 2024-09-12 · 1 citations

= 1.22). The prioritization of high-quality preschools could mitigate risk factors at the family and socioeconomic levels, increasing the chances for academic success. (PsycInfo Database Record (c) 2025 APA, all rights reserved).