Date Approved
3-16-2026
Embargo Period
3-15-2028
Document Type
Dissertation
Degree Name
Ed.D. Educational Leadership
Department
Educational Leadership
College
College of Education
Advisor
Ane Turner Johnson, Ph.D.
Committee Member 1
Joanne Connor, Ed.D.
Keywords
First-Year Student;Mental Health;Qualitative Social Network Analysis (QSNA);Social Support;Transition;Web of Support
Disciplines
Education | Higher Education
Abstract
The mental health crisis among American college students has become a major concern for higher education, as students go through a significant life transition during a developmental stage often characterized by the onset of psychological issues. Despite efforts to expand services within a public health framework, many students are deterred from seeking formal help due to structural, psychological, and cultural barriers. As a result, students tend to rely more on informal support networks than on structured on-campus resources. Building on Varga and Zaff’s (2018) webs of support framework, this qualitative social network analysis (QSNA) explored how 13 first-year residential students constructed and integrated the varied elements of their social support networks to address mental health concerns. Data were collected through semi-structured interviews and participant-created sociograms. Findings revealed that students demonstrated agency in creating and navigating their networks, while benefiting from the social support provided by their diverse relationships. These results highlight a deeper understanding of how and where students seek support through this formative transition.
Recommended Citation
Hendler, Barry David, "Webs of Support: A Qualitative Social Network Analysis of First-Year Residential Students and Mental Health Support" (2026). Theses and Dissertations. 3501.
https://rdw.rowan.edu/etd/3501
