The cascade of victimization: Multiple victimizations, PTSD symptoms, and educational consequences among college students at Hispanic-serving institutions

Objective: Examine PTSD symptoms and educational consequences associated with victimization.

Participants: First semester students (N = 2,388) from two Hispanic-serving institutions followed over one year.

Methods: Participants completed three waves of online surveys at 6-month intervals, reporting short- and long-term consequences across 12 victimization types. Bivariate comparisons in academic outcomes (missed class(es), poor class performance, dropped class(es), GPA, and school dropout) were assessed. Mediation models examined the relationship between victimization incidents involving victims with one versus multiple victimizations (i.e., repeat and polyvictimization), PTSD symptoms, and educational consequences.

Results: Differences in GPA and school dropout only emerged between non-victims and victims with multiple victimization experiences. Repeat and polyvictimization were associated with a greater likelihood of educational consequence. PTSD symptoms either partially or fully accounted for the exacerbating effect of multiple victimization.

Conclusions: Multiple victimization experiences are consequential for student health and academic achievement, necessitating trauma-informed programming to reduce victimization and address trauma-related symptoms.

(Publisher abstract provided.)