Abstract:

Student retention is a complex process that encompasses a myriad of factors and variables. While many studies focus on institutional policies and academic services as the primary forces behind the rise and fall of student success rates, little-to-no research has taken place to examine the impact of climate on students’ academic persistence. This research, therefore, aims to examine another factor that may play a role in students’ retention rates across the United States: Climate. The study will examine the impact of climate-induced seasonal depression, including Seasonal Affective Disorder (SAD), on student success rates by interviewing students who are attending colleges in New England, where winters are traditionally long and dark. The purpose of this study is to understand the impact of climate change on students’ mental health and success rates. This understanding may, in return, offer universities and policy makers data-driven solutions to increase student graduation rates.

The kindship between students’ mental health and their academic success is indissoluble (Holland, 2016; Eyler 2022). Success, then, is subject to the emotional, psychological, and mental wellbeing of students, given the fact that many students experience high levels of stress and depression when they enter college (Holland 2016). The literature on retention has successfully examined the academic and social factors that impact college students’ mental health (Castello & Schwartz 2013; Clark, 2017). Furthermore, the financial aspect of attending colleges and its impact on students’ mental health has also been at the center of the research on student retention (Britt, Ammerman, Barrett, & Jones 2017).

However, the literature on retention has not examined nor touched on the impact of climate on mental health, and the consequences of such impact on student persistence and retention. Less exposure to sunshine over a long period causes the seasonal affective disorder (SAD) (Dunham, 1992; Simon, 2004). Nonetheless, the literature on retention has not examined the impact of seasonal affective disorder on students’ mental wellbeing and academic persistence. Seasonal affective disorder is a widespread phenomenon in the northern regions of Europe and the United States. Therefore, this dynamic warrants further research to understand the relationship between climate and student success, if, indeed, such a relationship exists. This research will take on this task.

Theoretical Framework:
The Bean and Eaton model seems appropriate for this study because, unlike Tinto and Spady who focused on sociological theory, Bean and Eaton offer a theoretical framework that “accounts for the role of psychological processes in traditional retention theory” (p. 74). Given the psychological dimension of this study, the Bean and Eaton retention model best fits this study.

Summary of Findings:
The findings demonstrated a strong relationship between the Seasonal Affective Disorder (SAD) and student motivation and success. The participants expressed a lack of energy and motivation to complete assignments toward the end of the fall semester and at the beginning of the spring semester when nights are typically short and the exposure to sunshine is very minimal. They also expressed a desire to seek employment in states that have milder winters that could have a better impact on their mental health and overall happiness.

Keywords:

Student Retention, Well-Being, Higher Education.