Abstract:

This study maps the educational trajectories of 11 University students from active, problematic substance misuse to stable recovery and successful educational engagement. This study adopted a qualitative approach to exploring barriers and facilitators to recovery in the context of educational engagement. A significant body of literature (Keane, 2011; Dekkers et al, 2012) points to the significance of educational progress as a factor in establishing a stable recovery from substance use. Frings et al, (2021) detail the process through which recovery identities are formed based around new interests, new roles and positive peer groups. Ivers (2021) in a large scale study of Irish higher education institutions found that 6.6% of students met the criteria to be considered in recovery from a substance use problem. This study utilised a semi structured approach to data collection with one to one interviews carried out with college students at a variety of different stages of study and varying degrees of time in recovery. Thematic data analysis was completed based on Braun and Clarkes (2006) model. The current study identified key personal and professional supports which facilitated the journey from active addiction through to successful engagement in education. A number of educational professionals played a substantial role in addressing practical issues and creating an inclusive environment where study participants perceived themselves as moving from outsiders in the educational system through to assets in the classroom with valuable life experience. External supports were also key with significant others in the person’s network performing a critical role in providing practical, emotional and financial supports. Factors which preceded a move into recovery and into education included a desire for a better life, an ambition to act as a role model for children and a desire for stability “it’s a move away from chaos and hopelessness” (P9). Most participants in the study were first generation university attenders with a history of negative educational experiences and substantial histories of personal trauma. Institutional supports around health, finance, learning and transitioning to the University environment are key to ensuring students with such histories do not exit the system in the early stages of study. Participants with complex legal histories experienced challenges with regard to institutional policies on police clearance and approval to participate in practice placement settings. Participants in the latter stages of study informally adopted the role of educational champions within their community and within recovery circles as they became advocates for the power of education and took on a public role in demonstrating the attainability of educational success for those with substance misuse problems.

Keywords:

Addiction, recovery, substance misuse, social identity.