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ACEs stand for Adverse Childhood Experiences. ACEs are traumatic events that occur before the age of 18. These experiences can affect health and well-being throughout a person's life. The original ACEs study identified ten types of childhood adversity:

1. Physical abuse

2. Sexual abuse

3. Emotional abuse

4. Physical neglect

5. Emotional neglect

6. Household substance abuse

7. Household mental illness

8. Parental separation or divorce

9. Domestic violence

10. Incarcerated household member

Research has shown that the more ACEs a person experiences, the higher their risk for negative outcomes, including physical health problems, mental health issues, substance abuse, and relationship difficulties.

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The ACE questionnaire is a tool that experts and researchers use to assess childhood abuse and neglect, as well as family dysfunction. The questionnaire consists of 10 yes or no questions; each "yes" answer is worth one point. The total score, ranges from 0 to 10, with 0 indicating no exposure and 10 displaying exposure to all trauma categories. A higher ACE score increases the likelihood of developing health problems later in life, such as cancer, heart disease, and depression.

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The Pediatric ACEs and Related Life-events Screener (PEARLS) is used to screen children and adults from birth to age 19. The PEARLS tool includes a screening for ACEs as well as a screen for additional stressors.

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Risk factors and protective factors can determine how individuals may be affected by (ACEs):

Risk Factors:

1. Social and Economic Factors: Poverty, lack of access to education, unstable housing, and community violence.

2. Family Dysfunction: Parental mental illness, substance abuse, domestic violence, and criminal behavior.

Protective Factors:

1. Supportive Relationships: Positive relationships with teachers, peers, and other adults can provide emotional support, consistency, and stability.

2. Community Resources: Access to healthcare, mental health services, and education opportunities.

3. Individual Resilience: Developing coping skills, problem-solving abilities, and self-esteem.

Understanding the risk and protective factors is crucial for creating effective interventions and support systems focused on lessening the effect of ACEs in children. In a school setting, the educator needs to understand the protective factors that assist a child in succeeding.

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ACEs may have profound effects on the structure and function of the brain.

1. Stress Response System: ACEs can dysregulate the body’s stress response system. Chronic stress due to ACEs can lead to interference of normal brain development and function.

2. Brain Structure: ACEs have been associated with changes in brain structure. These parts are involved in emotional regulation, memory processing, and decision-making. Changes in these areas can affect an individual's ability to manage emotions, learn effectively, and make decisions. (Which we discussed in our discussion board videos).

3. Neurotransmitter Systems: ACEs can also impact neurotransmitter systems in the brain, such as serotonin and dopamine, which are involved in mood regulation, reward processing, and overall emotional health.

4. Epigenetic Changes: ACEs can lead to epigenetic changes. These changes can influence how genes involved in stress response and emotional regulation.

5. Risk for Mental Health Disorders: Children who experience ACEs are at increased risk for developing a wide range of mental health disorders, including PTSD, depression, anxiety disorders, and substance use disorders.

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Educators are a major role in supporting children who have experienced ACEs.

1. Create a Safe and Supportive Environment:

Create a classroom atmosphere that is safe, predictable, and nurturing.

Establish clear routines and expectations to provide structure and stability.

Build positive relationships with students based on trust, empathy, and respect.

2. Trauma-Informed Practices:

Educate yourself and your staff about trauma-informed practices and their impact on learning.

Use trauma-sensitive language and approaches that promote emotional safety and regulation.

3. Build Resilience and Coping Skills:

Teach and model resilience-building skills such as problem-solving, emotional regulation, and mindfulness.

Encourage positive social interactions and peer support within the classroom.

Offer opportunities for students to express themselves creatively through art, music, or writing.

4. Individualized Support and Accommodations:

Provide accommodations such as extended time on tasks, breaks, or quiet spaces for relaxation when needed.

Collaborate with school counselors, social workers, and other support staff to develop individualized plans for students with ACEs.

5. Promote Positive School-Wide Practices:

Implement school-wide initiatives that promote mental health and well-being, such as social-emotional learning (SEL) programs.

Foster a culture of inclusivity, acceptance, and belonging for all students.

Encourage family engagement and collaboration to support students both at school and at home.

Educators can create a more inclusive and supportive learning environment that enhances the academic, social, and emotional development of children who have experienced ACEs.

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As an educator, learning about ACEs and their impact on children has been eye-opening and concerning. Understanding that these experiences can affect brain development and emotional regulation displays the important role teachers play in supporting students.

One of my concerns is ensuring that our classrooms are safe and supportive environments for all children, especially those who have experienced trauma. Creating a sense of consistency and stability through clear routines and consistent expectations can help lessen the effects of ACEs.

Taking on trauma-informed practices is crucial. Recognizing trauma-related behaviors and responding with empathy is essential for building trust and creating a positive learning environment.

Another important reflection is the need for collaboration and support within the school community. Communication with counselors, social workers, and other support staff is important for developing plans to meet the individual needs of students affected by ACEs. It takes a collaborative effort to provide the necessary emotional and academic support to help these students succeed.

Module 2 has taught me the importance of risk and protective factors. It is not just about academics but also about creating an environment where every student feels valued and understood. Being an educator means recognizing and responding to the backgrounds and experiences that students bring into the classroom. By understanding the impact of ACEs and implementing research-based practices, we can create inclusive learning environments where all students have the opportunity to thrive academically and emotionally.