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

Figures & data

Table 1. Demographic information on participants (N = 917)

Variable	Number (%)
Gender identity:
Female	740 (80.7)
Male	154 (16.8)
Another gender identity	15 (1.6)
Not specified	8 (0.9)
Age^a:
Mean (SD) years	23.9 (7.00)
Range (years)	18–67
Ethnicity:
Asian/Asian British	71 (7.7)
Black/African/Caribbean/Black British	12 (1.3)
Mixed/multiple	47 (5.1)
White	741 (80.8)
Other	25 (2.7)
Prefer not to say/not specified	21 (2.3)
Usual country of residence:
United Kingdom	643 (70.1)
Rest of Europe	84 (9.2)
Asia	66 (7.2)
North America	85 (9.3)
Other	23 (2.6)
Not specified	16 (1.7)
Stage of studying:
Undergraduate	615 (67.1)
Postgraduate	295 (32.2)
Other (e.g. visiting student)	4 (0.4)
Not specified	3 (0.3)

^aAge data were missing for 9 participants.

Table 2. Number of course components considered potentially or personally distressing

Number of course components	Number (%) of students reporting as potentially distressing	Number (%) of students reporting as personally distressing
None	141 (15%)	424 (46%)
One	74 (8%)	119 (13%)
Two	107 (12%)	116 (13%)
Three	177 (19%)	103 (11%)
Four	365 (40%)	137 (15%)
Five	48 (5%)	14 (2%)

The course components were: lectures, seminars, reading, assignment, and ‘other’.

Figure 1. Respondents’ mean ratings of course components as potentially or personally distressing.

Table 3. Student-reported staff action in relation to the teaching of potentially emotionally sensitive topics

Staff action reported	Students reporting action
Prior to teaching	N	%
Warning provided to the whole class	393	43
Information in course handbook	311	34
Mentioned in previous class	201	22
Students told they could leave class if need be	192	21
Students told they could miss class if need be	123	13
Students advised to look through materials in advance	102	11
Students provided with an alternative learning method	61	7
Students provided with techniques to help them handle the teaching	28	3
Staff provided individual students with a warning	8	1
Other approach	65	7
After teaching
Whole class de-brief	142	15
Students reminded of personal tutor support	81	9
Students provided with information on support organisations	72	8
Staff ‘checked in’ with individual students	20	2
A quiet room was provided for students	2	0.2
Other approach	42	5

Students could provide multiple responses. Percentages reported are percentage of all respondents (N = 917).