Research Reveals Elevated Stress and PTSD Risks in Adults with Low Literacy Skills

A recent study conducted by researchers at Georgia State University sheds light on the heightened levels of stress and trauma-related disorders among adults with low literacy. These individuals often encounter substantial challenges in daily life, including difficulties in securing employment, comprehending health information, and making critical decisions, which significantly contribute to their psychological burden.

Despite the known hardships faced by this population, little research has previously focused specifically on their stress levels and coping mechanisms. To address this gap, the research team—comprising faculty members Ken Rice, Daphne Greenberg, Sarah Carlson, Claire Spears, and alumni Michelle Aiello and Barbara S. Durán—aimed to better understand the psychological distress, resilience, and traumatic experiences of adults with low literacy.

The team adapted four well-established assessment tools—the Perceived Stress Scale, the Post-Traumatic Stress Disorder Checklist, the Connor-Davidson Resilience Scale, and the K6 Psychological Distress Scale—to make them accessible for adults who struggle with reading. In the study, 23 participants were divided into small groups where each was supported by a researcher who delivered questions verbally and in writing, supplemented with explanations and assistance from research assistants to ensure clarity.

Findings indicated that adults with low literacy levels experience significantly higher perceived stress and lower resilience compared to the general population. Notably, 77% of participants were at high risk for post-traumatic stress disorder (PTSD), a stark contrast to the 7% incidence in the broader community. These results highlight the profound psychological challenges this group faces and underscore the importance of considering their psychosocial needs in education and health policies.

The methodology and results from this research serve as a valuable foundation for future policies and programs aimed at supporting adults with low literacy. By recognizing and addressing their mental health concerns, educators and policymakers can develop targeted interventions to improve their overall well-being and resilience.

This study emphasizes the urgent need to prioritize mental health support alongside literacy education, moving towards more inclusive approaches that acknowledge the complex psychosocial dimensions of adult learning struggles.

Source: https://medicalxpress.com/news/2025-04-highlights-higher-stress-ptsd-adults.html