(PS10-8) Educational Barriers

Abstract Text: Post-traumatic stress disorder (PTSD) and trauma-related symptoms pose significant challenges for students in post-secondary education (PSE), affecting concentration, time management, and academic performance. Although mental health conditions are linked to lower educational attainment, no validated tool specifically assesses barriers faced by students with PTSD. This study evaluates the psychometric properties of the Educational Barriers Questionnaire (EBQ) to measure these challenges.
A total of 160 PSE students with PTSD symptoms (PTSD Checklist for DSM-5 score ≥ 33) completed the EBQ and psychological assessments, including the Clinician-Administered PTSD Scale for DSM-5, Brief Psychiatric Rating Scale, Beck Depression Inventory-II, and Beck Anxiety Inventory. Pearson correlations and exploratory factor analysis assessed reliability and validity.
The EBQ demonstrated excellent reliability (Cronbach’s alpha = 0.92) and strong correlations with PTSD-related measures, including the Clinician-Administered PTSD Scale (r = .312), Brief Psychiatric Rating Scale (r = .338), Beck Depression Inventory-II (r = .469), and Beck Anxiety Inventory (r = .505). Factor analysis identified four domains: academic skills, accommodation requests, administrative tasks, and classroom engagement.
PTSD symptoms significantly impact academic functioning. The EBQ is a reliable tool for assessing educational barriers and can inform institutional interventions to improve educational outcomes for students with PTSD.