Vulnerability and protective factors for PTSD in the academic community during the pandemic

The COVID-19 pandemic exposed individuals to potentially traumatic events, which can lead to the development of posttraumatic stress disorder (PTSD). However, only a portion of exposed people develop this disorder.

This study aimed to examine the cross-sectional relationship between vulnerability factors and protective factors that can mitigate or exacerbate the development or severity of PTSD-related COVID-19 in the academic community.

Members of the Brazilian academic community completed an online survey that included sociodemographic questions, the Traumatic Experiences During the COVID-19 Pandemic Questionnaire, the PTSD Checklist for the DSM-5, the Three-Item Loneliness Scale, the Fear of COVID-19 Scale, and the Life Orientation Test-Revised. Bivariate and multivariate logistic regression analyses were used to investigate the associations between vulnerability and protective factors and PTSD.

Logistic regression (p < 0.05) revealed that compared with professors/faculty members, undergraduates were 1.84 times more likely to develop PTSD. Additionally, each unit increase in the Fear of COVID-19 Scale score or the Three-Item Loneliness Scale score increased the likelihood of being in the group with a probable PTSD diagnosis by 25% and 18.8%, respectively, whereas optimism reduced the likelihood of a probable diagnosis of PTSD by 10.7%. Individuals who experienced two or three traumatic events were 2.1 times more likely to develop PTSD than those who experienced only one.

This study highlights key vulnerability factors for PTSD in the academic community, including being an undergraduate student, experiencing multiple traumatic events, having a high level of fear of COVID-19, and experiencing loneliness. Conversely, optimism serves as a protective factor. These findings contribute to an enhanced understanding of PTSD, the identification of vulnerable groups, and the development of public policies, preventive strategies, and appropriate interventions for promoting mental health in the academic environment.