Collegiate Recovery Programs (CRPs) have garnered increasing recognition as a key initiative supporting college students in recovery from problematic substance use and substance use disorders (SUDs). While, CRPs are regarded as effective in mitigating the substance use challenges that arise during the transitional period of college enrollment and early adulthood, existing research on CRPs remains in its formative stages, and there is lack of in-depth studies on which additional resources and support measures are required to further enhance both academic performance and recovery outcomes. Therefore, the present study aims to conduct a comprehensive analysis of data collected from a considerable number of students who intend to participate in CRPs but have not yet begun, with the aim of identifying their recovery needs and challenges and proposing actionable recommendations for CRPs and other campus-based support services.
The study utilized previously collected, de-identified secondary data, drawn from 92 individuals at a medium-sized, four-year university in the Northeastern United States who, between 2011 and 2018, completed an application for a CRP despite not yet being officially enrolled. The collected data included open-ended questions concerning (a) the reasons for pursuing recovery, (b) successes and challenges in the recovery process, (c) characteristics of personal recovery programs, (d) factors that sustain recovery, and (e) anticipated difficulties and needed support for balancing academic responsibilities with recovery. A phenomenological approach was employed to analyze these responses, with two researchers repeatedly reviewing the data, generating open codes, and undergoing a process of mutual comparison and refinement to arrive at a final set of 65 codes.
Analysis of the 92 responses revealed two overarching categories: (a) intrapersonal factors and (b) interpersonal/social factors. Intrapersonal factors included (1) recovery-specific challenges (78.3%) around relapse risk and triggers; (2) self-care and coping strategies (67.4%), including time and stress management and mindfulness; (3) mental and behavioral health concerns (56.5%); (4) broader life challenges (42.4%) including stigmatization and financial strain; and (5) personal motivations and attributes (41.3%) like honesty and sustainment commitment. Interpersonal/social factors encompassed (1) 12-step recovery support (82.6%) through A.A. or N.A.; (2) external supports and community (76.1%), including sober housing and campus or community-based networks; (3) the college environment (58.7%), where frequent parties, an alcohol-centric culture, and academic stress posed challenges—although resources such as sober dorms were perceived as beneficial; and (4) relationships with others (39.1%), noting that family, friends, and romantic partners can serve as key motivators but also sometimes introduce conflict or relapse risk. Overall, participants reported facing a range of obstacles—from relapse triggers to psychosocial stressors—and underscored the importance of self-care, coping strategies, 12-step engagement, and supportive communities in sustaining their recovery.
Takeaway: Students aspiring to participate in Collegiate Recovery Programs face a diverse array of recovery support needs stemming from both intrapersonal challenges (e.g., relapse risk, self-care, and mental health issues) and interpersonal factors (e.g., 12-step support, community networks, and college culture).