Student wellbeing is a critical concern within higher education, as universities bear the responsibility of safeguarding students from potential harm arising from institutional decisions and the conduct of students and staff (Smith and Freyd, Journal of Traumatic Stress 26:119–124, 2013; Koskina (Studies in Higher Education, 38, 1020-1036, 2013)). This harm can manifest in different ways, from physical dangers to intangible harm that affect students' identities. The concept of trust plays a significant role in this context, where students must acknowledge that universities might cause harm through their choices. Understanding the interplay between trust and harm is crucial: It is essential to recognize the types of harm universities can control and those that students perceive as relevant when conceptualizing trust in higher education. To address trust and harm, this study builds upon findings from climate surveys conducted at various institutions and investigates the specific harms students have experienced at their universities. The research question guiding this study is: What are the experienced harms of students at higher education institutions (HEIs)? By qualitatively analyzing the experiences of thirty-nine students from a large Midwestern university, this research provides valuable insight into the nature of harm that students encounter in academic environments.
