People vary in the way in which they perceive, process and react to environmental
factors, and some are more or less sensitive than others. There is a dearth of research
investigating the possible impact that environmental sensitivity has in the postsecondary
education context. To address this gap in literature, the following research question was
posed: What impact does environmental sensitivity have on student learning in tertiary
education? To answer this question a two-stage mixed methods research project was
undertaken. The first stage involved two studies which used snowball recruitment via social
media, and subject inclusion criteria were current or previous postsecondary education
experience. Participants completed on-line surveys. Study One is the design, development
and validation of a self-report instrument measuring postsecondary students’ perceptions of
their learning success, and participants completed the Perceived Success in Study Survey
(PSISS) and associated demographic questions. Two phases were undertaken to check for
reliability of results, n=225 and n=237. Reliability statistics found a high level of internal
consistency, and principal component analysis identified five factors: Intellectual
Stimulation, Generic Skills, Work-life Balance; Commitment to Learning and Learning
Community. The PSISS was found to be a comprehensive measure of overall success for
postsecondary learners.
The participants in Study Two (n=365) completed the PSISS and the 12-item Highly
Sensitive Person Scale (HSPS-12, Pluess et al., 2020) and related demographic questions.
Independent T-tests, ANOVA and Tukey post-hoc calculations identified that high sensitivity
is positively associated with success-promoting attitudes and strategies as identified on three
of the five PSISS factors. It also found positive associations between total scores on the
PSISS and the sensitivity subscales of Aesthetic Sensitivity and Ease of Excitation
(Smolewska et al., 2006). This study included a response field to register interest in
participation in further research. Those who responded, and who rated as highly sensitive on
the HSPS-12, were invited to take part in a semi-structured interview, leading into the second
stage of the project. Thirteen Zoom interviews were conducted with participants from a broad
range of geographic locations and levels and fields of study in order to exemplify and
elaborate on the quantitative findings. Reflexive inductive thematic analysis was employed to
analyse the data, and sixteen codes and three themes were identified. Responses were written
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into a semantic narrative, accompanied by pertinent participant quotations, providing a rich
and detailed description of participant experience.
The results of this study confirmed that there are educational advantages contingent
with high sensitivity, including the use of a broad array of metacognitive study and self-care
strategies, and the prioritisation of wellbeing and work-life balance. Conversely, it also found
that numerous simultaneous study demands can lead to feelings of overwhelm, however, the
participants employed a comprehensive array of metacognitive coping strategies to manage
these. Low sensory thresholds associated with high sensitivity can present challenges for
highly sensitive students who can be negatively impacted by aspects of the physical learning
environments including light, noise, indoor environmental pollutants. Additionally,
participants highlighted the need for postsecondary institutions to provide education about
environmental sensitivity, to allow flexibility in teaching delivery, to explore options to
support students who may struggle with group-work and presentations, and to provide
assessment accommodations.
Overall, the project has identified a number of positive and negative associations
between levels of learner sensitivity and student success and suggests that education about
environmental sensitivity for students and teaching staff would be helpful for increasing
awareness about the benefits and challenges of environmental sensitivity. Institutional
commitment to providing optimal physical learning and social environments may enhance the
learning experience for all students. Finally, recommendations for policy, practice and
institutions highlight elements that will be of benefit to all students, most especially those
who sit at the high end of the sensitivity spectrum.