Bridging the Digital Divide for Formerly Incarcerated Students: A Project Rebound Model for Technology Access and Academic Success

Dr. Sarah Ellison, Associate Vice President of Student Affairs , Sonoma State University

Understanding the Technology Gap for Students Who Are Formerly Incarcerated

For institutions committed to equity and student success, technology access can no longer be treated as supplemental, it is foundational. For students who are formerly incarcerated, the digital divide is not simply about device ownership, but about years of restricted access to evolving technologies that shape academic engagement and workforce readiness. At Sonoma State University, Project Rebound has surfaced this reality with urgency, prompting intentional collaboration across student affairs, information technology and institutional partners to better support students navigating higher education after incarceration.

Students entering higher education after incarceration often encounter steep learning curves related to learning management systems, email platforms, research databases and digital collaboration tools systems that are assumed knowledge for many traditional students. Limited or no access to current technology while incarcerated creates a compounded disadvantage that affects confidence, time management and academic persistence. Within Project Rebound, these gaps show up early and often, requiring proactive and tailored interventions rather than reactive support.

Institutional Response: Cross-Campus Collaboration and Leadership

(Dr. Ellison)

Recognizing technology access as a structural barrier rather than an individual deficit, reframed how the department approached support. Through partnership with campus IT, Project Rebound has worked to expand access to devices, software training, and responsive troubleshooting while advocating for flexibility in institutional systems that often assume continuous digital fluency. This work required leadership alignment, shared accountability and a willingness to challenge traditional support models that inadvertently excludes students with non-linear educational pathways.

System-Level Context and Implications for Equity

(Dr. Khou)

Project Rebound’s approach reflects broader statewide and national conversations about equity for justice-impacted students. As systems increasingly rely on digital platforms for instruction, advising and credentialing, institutions must actively review how policies and practices may reproduce inequities. Technology support for students who are formerly incarcerated needs to be embedded into student success frameworks, not siloed as a special accommodation. The lessons emerging from SSU’s work offer a scalable model for campuses seeking to align innovation with justice.

“Technology access can no longer be treated as supplemental, it is foundational.”

Lessons Learned and Looking Forward

(Dr. Khou)

Early outcomes suggest that intentional technology support increases student confidence, sense of belonging, and persistence. Just as importantly, this work has shifted institutional thinking prompting conversations about onboarding, training and the hidden curriculum of higher education. As Project Rebound continues to evolve, the focus remains on sustainability, partnership, and ensuring that innovation serves those historically excluded from digital access.

When institutions lead with equity, technology becomes a bridge rather than a barrier. Project Rebound’s work at Sonoma State University demonstrates how leadership, collaboration and accountability can transform student experiences and outcomes. Supporting students who are formerly incarcerated in navigating today’s digital landscape is not only an act of access, it is an investment in their academic success and future contributions.

Information Technology

Learning Management

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