Exploratory study of adverse childhood experiences, campus adjustment, and psychosocial well-being of students in colleges of education, Ghana

Abstract

The academic and pedagogical development of student teachers in Ghana’s Colleges of Education has received considerable scholarly attention; however, their psychosocial wellbeing and campus adjustment, particularly among those with histories of early adversity, remain underexplored. This study addressed this critical gap by exploring the effects of childhood adversities on the lived realities and adjustment trajectories of firstyear student teachers. Grounded in the Emerging Adulthood Theory, the Transactional Model of Stress and Coping, principles of Narrative Therapy, and Judith Herman Trauma Theory, the research adopted an interpretative phenomenological analysis (IPA) to understand how participants made meaning of their past experiences in relation to their present academic and social adjustment in the colleges. Data were collected through semi-structured interviews, document analysis, and observation involving thirty-six participants comprising fifteen first-year student teachers, fifteen peers, and six lecturers, drawn from Bonsu (all-male), St. Adom (all-female), and Nhyira (mixedgender) Colleges of Education. A mixed-purposive sampling strategy was employed, incorporating maximal variation, volunteer, criterion, and referral sampling techniques to ensure diversity and relevance in participants lived experiences. The findings revealed that unresolved childhood adversities contributed to emotional dysregulation, social withdrawal, and academic disengagement, which collectively undermined students’ psychosocial wellbeing and campus adjustment. However, the study also uncovered evidence of resilience and personal initiative, as participants employed strategies such as structured routines, peer support, and counselling to navigate their challenges. The study concluded that students with Adverse Childhood Experiences (ACEs) exhibited signs of emotional distress, including fear, sadness, anger, and low self-worth, which negatively impacted their relationships, academic focus, and performance. These emotional difficulties were linked to higher levels of anxiety, depression, and hopelessness, reducing their ability to cope with stress and fully engage in college life. The study contributes to the growing discourse on trauma-informed practice in African higher education and highlights the urgent need for institutional reforms. It recommends the establishment of trauma-sensitive support systems, faculty training in trauma and psychosocial responsiveness, and the integration of policies that promote inclusive and emotionally supportive learning environments.