Student experiences of learning about potentially emotionally sensitive topics: trigger warnings are not the whole story

Research into student experiences of learning about potentially emotionally sensitive topics tends to focus on the use of trigger warnings, with less attention paid to other teaching strategies and to broader context. This questionnaire study of 917 arts, humanities and social science students therefore sought to explore the extent to which students experienced courses as distressing, and their perceptions of the teaching strategies implemented by staff. Overall distress levels were low, and university was viewed as a good place for learning about difficult topics. However, a small number of students reported a high level of distress, particularly in relation to seminars. The importance of the overall approach taken by staff to teaching, and their personal approachability was emphasised more than specific strategies. Findings emphasised the importance of staff moving beyond a singular focus on trigger warnings, to consider student course experience more holistically. Implications for university teaching are discussed.

Automated summary

Research on student experiences of learning about potentially emotionally sensitive topics tends to focus on trigger warnings, neglecting other teaching strategies and broader context. A questionnaire study involving 917 arts, humanities, and social science students aimed to explore students' distress levels and perceptions of teaching strategies. Although overall distress levels were low and university was seen as a good place for learning difficult topics, a small number of students reported high distress, especially in relation to seminars. Staff's overall teaching approach and personal approachability were emphasized more than specific strategies. Findings underscore the importance of staff considering student course experience holistically, moving beyond a sole focus on trigger warnings.