Investigating learning environment preferences in students with trauma history

This study explores how trauma impacts students' preferences for different learning environments (in-person, online, hybrid) and their subsequent educational outcomes. Using a mixed-methods design, 56 participants were assessed using the PTSD Checklist for DSM-5 (PCL-5) and the Social Avoidance and Distress Scale (SADS). Results indicate that higher trauma severity significantly predicts a preference for online and hybrid learning environments, while social anxiety shows weaker influence. Thematic analysis reveals a preference for flexible learning environments among trauma-affected students. These findings underscore the importance of trauma-informed educational practices that support the unique needs of these students.