Exploring Trauma and Motivation as Two Significant Barriers to Learning in Communities Affected by Collective Violence

Abstract

This study investigates the impact of trauma and displacement on academic motivation, memory recall, and cognitive performance among displaced (Rohingya and Afghan) and non-displaced (Bangladeshi) students in Bangladesh. Using a mixed-methods approach, the research draws on quantitative data from trauma screening, academic motivation scales, and cognitive tasks, as well as qualitative insights from open-ended survey responses. Results indicate that while displaced students reported higher trauma levels and unique academic challenges, they also exhibited comparable or even higher intrinsic motivation compared to their non-displaced peers. Interestingly, trauma was positively correlated with problem-solving performance in the displaced group, suggesting potential adaptive responses. Writing emerged as a key memory aid across groups. However, the recall tasks showed limited correlation with trauma, possibly due to their decontextualized nature. These findings highlight the complexity of trauma’s academic impact and the need for inclusive, trauma-informed educational practices. The study also identifies a research gap in understanding how different forms of trauma manifest in cognitive outcomes across varying sociopolitical contexts.