A group of 223 first-time college freshman on academic probation participated in this study. Participants were mandated to attend a course designed to assist them in adapting to college life though wellness education, counseling, and interventions designed to improve study behaviors. Although pre to post assessment analysis indicated students' GPA improved, their wellness scores did not change. Implications for working with students on academic probation and suggestions for additional research are explored.College students confront a range of challenges when making the transition from high school to higher education (Schwitzer, Griffin, Ancis, & Thomas, 1999). Navigating these difficulties often results in a high incidence of psychological distress (Ferry, Tobin, & Beesley, 2004). In order to assess the health of college students, the American College Health Association (ACHA, 2012) annually surveys students. During fall 2011, the ACHA surveyed 27,774 college students that were in various semesters of their undergraduate studies and posed a range of questions concerning their health and well-being. In the findings, students reported having the following experiences at some point within the last twelve months: First, approximately 30% felt "so depressed that it was difficult to function." Second, approximately 43% experienced "more than average stress." In addition, 50% felt "overwhelming anxiety," 45% reported they felt "things were hopeless," 86% felt "overwhelmed by all they had to do," 81% felt "exhausted" (not from physical FEATURED ARTICLE

This study explored the relationship between ACT scores and academic achievement among first-year college students on academic probation (n = 192) at a large southern university. Results suggest participants’ ACT scores did not correlate with second semester grade point averages (GPA). When GPAs were compared with ACT scores of the larger student body admitted during the same academic year, results indicated students on academic probation averaged significantly lower. However, comparisons with national averages suggest participants’ ACT scores demonstrated a regression to the mean. The implications this study has for retention, academic improvement, and academic counseling in higher education are discussed.