Adverse Childhood Experiences
Adverse Childhood Experiences
Students who have experienced adverse, hurtful childhood experiences are much more likely to struggle in school and avoid school than other children. Approximately a third of students in every classroom have experienced significant adversity such as:
- Physical and/or emotional neglect
- Physical, sexual or emotional abuse
- Domestic violence
- Stressful family relations (e.g. divorce, mental health, substance use, incarceration, poverty)
- Prenatal exposure to stress
- Loss of a family member
- Separation from their biological family
- Multiple caregivers and moves
- Institutional care (e.g. orphanage or group care)
Often students with a trauma history are identified with ADHD, emotional disturbance, or learning disabilities, while others may be thought of as defiant, unmotivated, disengaged, or not working up to their potential. These labels describe the student’s observable behaviors which are symptoms of the underlying changes to their brain and body caused by toxic stress. To improve outward behaviors and school success, students need to heal from the inside out with the support of compassionate adults like you!
Students’ Strength and Resilience
Students from adversity are incredibly resilient. They are strong, capable youth who have developed skills and strategies to ensure their safety and success. Students have strengths that may include being:
- Energetic
- Independent
- Instinctive and inventive
- Able to divide their attention
- Creative problem-solvers
- Determined, persistent, and passionate
- Leaders and guardians of justice
- Protective and careful
They are amazing students who seek connection and want nothing more than to be successful learners.
Schools Can Help Children Heal & Thrive
You have such an important role in children’s lives. Schools can be healing environments for students from adversity. School administrators, teachers, and staff can promote the resilience of their students through the use of universally effective strategies that build on the strengths of educators and students.
To Learn More:
- National Education Association https://www.nea.org/professional-excellence/student-engagement/trauma-informed-schools
- Harvard University’s Center on the Developing Child https://developingchild.harvard.edu/
- Karyn Purvis Institute of Child Development, Trust-Based Relational Intervention for Classrooms http://child.tcu.edu/tbri-for-teachers
- New York State Trauma Informed Care Network https://www.traumainformedny.org/Home
- The National Child Traumatic Stress Network https://www.nctsn.org/trauma-informed-care/creating-trauma-informed-systems/schools
- The New York State Center for School Safety – https://www.nyscfss.org/trauma-informed-schools.
References
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Bomber, Louise. (2007) Inside I’m Hurting: Practical Strategies for Supporting Children with Attachment Difficulties in Schools. Worth Publishing.
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Burke Harris, Nadine. (2018) The Deepest Well: Healing the Long-terms Effects of Childhood Adversity. Boston, MA: Houghton, Mifflin, Harcourt.
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Carrion, Victor G., M.D. (Stanford University) and Weems, Carl F., Ph.D (Iowa State University). (August 4, 2017). Neuroscience of Pediatric PTSD. Oxford University Press.
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Centers for Disease Control and Prevention. (Retrieved March 2018). Adverse Childhood Experiences. https://www.cdc.gov/violenceprevention/acestudy/index.html.
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Craig, Susan (2008). Reaching and Teaching Children Who Hurt. Brookes Publishing.
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Flannery, Mary Ellen (May 17, 2016). How Trauma is Changing Children’s Brains. NEA Today.
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McInerney, M. and Amy McKlindon (December 2014). Unlocking the Door to Learning: Trauma-Informed Classrooms & Transformational Schools. Education Law Center.
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National Child Traumatic Stress Network. (October 2008). Child Trauma Toolkit for Educators. Retrieved February 25, 2021 from https://www.cttntraumatraining.org/uploads/4/6/2/3/46231093/child_trauma_toolkit_final.pdf
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Perry, Bruce. (2014). Helping Traumatized Children. Child Trauma Academy.
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Shonkoff, Jack P., MD, and Andrew Garner, MD, Ph.D. (January 2012). “The Lifelong Effects of Early Childhood Adversity and Toxic Stress”. Technical Report from the American Academy of Pediatrics. Pediatrics. Volume 129, No. 1.
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Sorrels, Barbara (September 1, 2015). Reaching and Teaching Children Exposed to Trauma. Gryphon House.
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Stevens, Jane Ellen (May 31, 2015). Resilience Practices Overcome Students’ ACESs in Trauma-informed High School, Say the Data. Retrieved from https://acestoohigh.files.wordpress.com.
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Wolpow, R., Johnson, M.M., Hertel, R, & Kincaid, S.O. (2011). The Heart of Learning and Teaching: Compassion, Resiliency, and Academic Success. Olympia, WA: Office of Superintendent of Public Instruction. Retrieved from http://www.k12.wa.us/CompassionateSchools/Resources.aspx.