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