Abstract: Centering Student Well-Being in Community Colleges: Findings from the Hopes Project on Substance Use Resources and Policy Responses (Society for Social Work and Research 30th Annual Conference Anniversary)

Schedule:

Friday, January 16, 2026

Marquis BR 10, ML 2 (Marriott Marquis Washington DC)

* noted as presenting author

Natasha Mendoza, PhD, Associate Professor, Arizona State University, AZ

Michelle Santana, Researcher, Arizona State University, AZ

Winta Tekle, graduate student, Arizona State University, AZ

Michael Shafer, Professor, Arizona State University, AZ

Katherine Mommaerts, PhD, Assistant Professor, Northern Arizona University, Flagstaff, AZ

Thomas Freese, ISAP Director, University of California, Los Angeles, CA

Beth Rutkowski, MPH, Director of Training & Epidemiologist, University of California, Los Angeles, CA

Background and Purpose:
Community colleges serve a diverse population of students, many of whom experience elevated risks for substance use and related harms. Despite these risks, institutional responses often lean on punitive disciplinary measures that may discourage help-seeking and fail to address underlying challenges. This study assessed the availability and comprehensiveness of substance use resources across community college websites in Health & Human Services Region IX and examined the relationship between those resources and the presence of punitive policy language. We aimed to identify patterns in how colleges frame support versus sanction, which would have implications for improving student well-being and institutional practices.

Methods:
A content analysis of 158 community college websites was conducted to assess publicly accessible information on substance use prevention, treatment, harm reduction, and related engagement opportunities. Researchers also reviewed student conduct policies to identify punitive responses such as suspension or law enforcement referral. Independent variables included resource comprehensiveness, the presence of opioid-specific content, and the frequency of student engagement opportunities. Logistic regression was used to examine associations between these factors and the likelihood of punitive policy responses.

Results:
Substantial variability was observed across institutions. While 63% of colleges mentioned substances like alcohol or tobacco, only 13% offered substance use-related workshops, and 33% included overdose prevention engagement opportunities. Fewer than 45% provided referrals for treatment services, and overdose prevention resources were often limited in scope. Logistic regression analysis showed that colleges offering comprehensive general resources were significantly less likely to use punitive policy responses (OR = 0.19, p < .001). Likewise, institutions that provided student engagement opportunities around harm reduction were less likely to rely on punitive measures (OR = 0.38, p = .001). Interestingly, opioid-specific content was associated with a higher likelihood of punitive policies (OR = 1.85, p = .015), suggesting that institutional awareness of the opioid crisis may not always align with supportive approaches.

Conclusions and Implications:
This study highlights a tension between support and sanction in how community colleges respond to student substance use. Institutions with more comprehensive resources and engagement opportunities appear to prioritize health-centered strategies over punitive enforcement. However, the association between opioid-focused content and stricter policies signals a need for more consistent alignment between resource provision and policy philosophy. Findings from this study will inform the Pacific Southwest Addiction Technology Transfer Center’s training and technical assistance efforts, helping colleges reframe substance use policies, reduce stigma, and invest in evidence-based supports that better meet the needs of their student populations.