Abstract:

Academic advising (AA) can play a critical role in improving the performance of first-year students coming from violent school environments. Advisors can help students identify and address any academic, social, or emotional issues that may be preventing them from achieving their academic goals including a history of exposure to school violence. Advisors can also help students develop effective study habits, create a plan for academic success, and connect them with campus resources that can help them succeed. Students who experience higher levels of violence may have lower abilities in reading, mathematics, and general knowledge. School violence in its various forms can also lead to a decrease in student self-efficacy and educational aspirations. The study reflects on the role played by AA using the Chickering theory of identity development to help pre-service teachers develop a successful academic career. Findings in AA reflections reveal that school violence can lead to a variety of psychological and emotional issues, such as depression, anxiety, and post-traumatic stress disorder (PTSD). These issues can make it difficult for students to concentrate on their studies, leading to lower grades and a decreased ability to succeed. The study has implications on AA, as students who have experienced school violence may be more likely to drop out of university altogether, which can have a long-term impact on their future career prospects.

Keywords:

Academic advising, school violence, pre-service teachers, chickering theory, academic success.