The Role of Ongoing Counseling on College Students’ Academic Outcomes

Abstract

Retention continues to be a point of concern for academic institutions, and the onset of the COVID-19 pandemic has fueled growing concerns for institutions ranging from community colleges to universities. Past research has identified various psychological factors significant to the discussion of academic success and retention. Recent scholarship has illustrated that participation in college and university counseling can positively contribute to academic outcomes and retention. Results demonstrated students participating in counseling were more likely to be retained, more likely to graduate, and spent more time at the university prior to graduation (Study 1). Results also demonstrated, for students in counseling, women were more likely to graduate than men, and White students graduated in significantly less time compared to African American and Asian American students. The impact of campus climate and institutional racism are discussed. [ FROM AUTHOR] Copyright of Journal of College Student Psychotherapy is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)