A case study of the multiple worlds of upward bound high school students following a natural disaster in Hawaiʻi

Abstract

In 2023, a small town in the State of Hawaiʻi was devastated by a natural disaster. This qualitative case study focused on students who experienced that disaster and were in the Upward Bound high school program, which serves low-income and first-generation college students. Following the natural disaster, the students faced many adversities, including mental health, displacement, and disruption of everyday life and school. Applying the Bridging Multiple Worlds Theory, this research focused on what helped and hindered students after the natural disaster to stay in high school, maintain a GPA of 2.5 or higher, and continue their education post-high school. Participants included 10 Upward Bound students. Data sources included focus groups and individual interviews, observations at Upward Bound sessions, and documents. Findings showed that parental encouragement, Upward Bound, and financial assistance notably influenced students' attainment of higher education goals. Results suggested that school relocation following a disaster influenced student engagement, mental health recovery, and academic resilience, especially for Hawaiian Language Immersion Program students who experienced culture-based programming. Faith-based, cultural, and community connections fostered resilience through activities such as reconnecting with nature, prayer, and donation hubs. Students who reported that their multiple worlds aligned demonstrated more perseverance following the natural disaster. Results highlight the need for flexible learning environments and mental health support to assist students who have experienced a natural disaster. Support for disaster-affected students is recommended, including financial assistance, proactive mental health services, culturally responsive programming, and training for trauma-informed practices.