"I Can Do This!"

Survivors of Complex Trauma as Postsecondary Open/Online Learners

Abstract

Complex trauma is a source of significant multidimensional inequality, including profound disruption to survivors’ educational trajectories. Nonetheless, educational researchers have not previously engaged with survivors who study in open/online postsecondary settings, contradicting the key principle of collaboration within a trauma-informed approach. In response to this gap, this qualitative instrumental collective case study explored how adults with a history of complex trauma experience open/online postsecondary learning. Findings included participants’ struggles with executive functioning, regulating emotion, heightened perception of threat, re‑experiencing trauma, negative beliefs about the self, and navigating relationships. These trauma impacts affected not only participants’ course experience but also their experience of applying, registering, and accessing financial aid. Nonetheless, participants are highly skilled in managing impacts of their trauma and are driven to learn, placing the highest intrinsic value on education. Implications include enhancing equity and inclusion for survivors through pan-institutional implementation of trauma-informed educational practices in open/online postsecondary contexts.