CASE STUDY
Implementing GPS for Academic Success at Westfield State University
In an innovative effort to support at-risk college students, Westfield State University (WSU) partnered with GPS Group Peer Support to launch a pilot of GPS for Academic Success. This evidence-based model—originally designed for mental health and peer support in community settings—was adapted to meet the unique needs of college students facing emotional, academic, and systemic challenges.
Led by Dr. Rose Sullivan, MSW, PhD, and funded by a university research grant, the project aimed to help students build emotional resilience, foster peer connection, and improve retention rates. In collaboration with key campus stakeholders, including Shakira Alvarez-Ferrer from the WSU TRIO program, the initiative sought to uplift first-generation students, many of whom carry intersecting burdens of poverty, trauma, and racism.
Challenges
Despite WSU’s commitment to student support, many first-generation and underrepresented students face significant barriers to academic success. These include:
- Feelings of isolation in predominantly white academic environments
- Financial stress, family responsibilities, and emotional burnout
- Internalized beliefs that they don’t belong in higher education
- Lack of consistent mental health support, particularly peer-based options
Shakira Alvarez-Ferrer reflected on the weight these students carry:
“Many of my students chafe against the perception that because they are students of color, grew up in poor neighborhoods, are female, Latino, or African American, they won’t succeed. Many deal with poverty, trauma, addiction in their families, and daily experiences of racism. These challenges make their path to academic success a steep hill to climb.”
It became clear that in order to foster persistence and well-being, students needed more than academic advising—they needed structured emotional support from peers who understand their experience.
Experience
GPS for Academic Success brought students and staff into a vibrant, immersive learning experience designed to build trust, skill, and confidence. The training process included:
- A two-day facilitator training, led by GPS professionals, blending trauma-informed education with experiential learning
- Participation from 22 juniors and seniors, primarily from the social work department, and two TRIO staff
- Interactive skill-building modules focused on active listening, peer facilitation, and strengths-based group leadership
- Compensated focus groups and surveys, ensuring student voices helped shape the future of the program
Participants described the training as personally transformative and professionally empowering. Several students expressed interest in continuing as facilitators and integrating GPS principles into their future careers.
Insights gathered from focus groups included:
- Minimal adaptations were needed for the GPS model to thrive in academic settings
- TRIO and Urban Education departments were identified as key launch points
- Diverse representation—particularly the inclusion of more male facilitators—was flagged as essential for inclusive group dynamics
- Scheduling flexibility was recommended to prevent additional academic stress
These findings directly informed the next phase of implementation.
Impact & Transformation
The GPS for Academic Success pilot at WSU has laid the groundwork for systemic, sustainable support. The initiative produced several powerful outcomes:
- A second independent study cohort was launched, expanding participation and refining group practices
- The model was successfully adapted with little modification, underscoring its versatility for use with vulnerable college populations
- Participants reported increased confidence, connection, and emotional insight
- A framework is now in place to scale GPS groups across campus and other higher education institutions
Perhaps most notably, the project sparked student-led leadership and ownership of peer support efforts, opening the door to long-term cultural change within the university.
The pilot of GPS for Academic Success at Westfield State University demonstrated the deep need—and clear potential—for trauma-informed, peer-based emotional support in higher education. By addressing mental health and belonging through a structured and compassionate group model, GPS helps unlock students’ ability to succeed not just academically, but as whole people.
With plans to scale, collect retention data, and expand to additional campuses, GPS for Academic Success represents a powerful, student-centered tool for equity, inclusion, and transformation in academia.
