Work

Trauma symptoms predict student course experiences: Undergraduate PTSS and learning about trauma-related content

Year: 2026

Type: article

Abstract: OBJECTIVE: Previous research indicates a risk for student distress and secondary traumatic stress in college courses containing sensitive, trauma-related content. There is a need to understand how students with various levels of posttraumatic stress symptoms (PTSS) respond to sensitive material. PARTICIPANTS: Ninety undergraduates enrolled in a traumatic stress course. METHODS: Students completed a survey assessing trauma-related symptoms and self-reported experiences with and reactions to trauma-related course content. RESULTS: Regardless of PTSS levels, students responded to the course in a similar manner. However, results from a multivariate regression a moderation analysis indicated significant associations between PTSS levels and emotional reactivity, perceived drawbacks, and dissociation. CONCLUSIONS: Generally, students did not find trauma-related content "retraumatizing" even with various levels of trauma-related symptoms. Students with higher levels of PTSS who indicated dissociative symptoms reported fewer drawbacks, revealing a possible protective effect of dissociation. Implications for teaching trauma-based material based on current research are described.

Source: Journal of American College Health

DOI: 10.1080/07448481.2026.2626149

Authors: Jessica D. Cless, Carol A. Johnston, Briana S. Nelson Goff, Olivia K. Edwards

Institutions: University of Rhode Island, Kansas State University

Language: English

Topic: Posttraumatic Stress Disorder Research

Subfield: Clinical Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Quality education, Good health and well-being

Open Access status: green

OpenAlex ID: W7130307984