The Adverse Childhood Experiences (ACEs) study was a groundbreaking research project that highlighted the importance of trauma prevention and trauma-informed care. It was the first project of its kind to examine the long-term effects of childhood trauma. The Centers for Disease Control and Prevention (CDC) and Kaiser Permanente created an assessment that determine an individual's ACE score based on the types of traumatic events that they experienced up until the age of 18. Over 17,000 people participated in this assessment from 1995 to 1997, while also providing information on their overall health and well-being as an adult. They found the participants who experienced one or more ACEs during childhood were more likely to struggle later in life. These struggles included poor academic achievement, substance abuse, and health problems. Some of these health problems include diabetes, heart disease, obesity, anxiety, and depression. As educators, it is vital we work with our students to lessen the negative effects of their childhood trauma and promote resiliency.

Examples of ACEs:

• Emotional abuse

• Physical abuse

• Sexual abuse

• Emotional neglect

• Physical neglect

• Incarcerated household member

• Mother/sibling treated violently

• Mental illness in the household

• Parental separation or divorce

• Substance abuse in the household

• Community violence

• Poverty

• Racism

• Natural disasters

Key findings from the ACEs study:

• 64% of participants in the study reported experiencing at least one ACE.

• About 20% of participants reported experiencing three or more ACEs.

• Females, minority groups, and those who are unemployed/unable to work are more likely to have higher ACE scores.

• Those with higher ACE scores were expected to have shorter life expectancy than those with less ACE scores.

• The study found a connection between higher ACE scores and increased risk for chronic diseases, mental health disorders.

• The study found higher substance abuse and risky behaviors (e.g., early sexual activity, smoking) among those with higher ACE scores also.

• Health consequences that result from ACEs are estimated to cost the United States $748 billion a year.

Citations:

Bellis, M.A., et al. Life Course Health Consequences and Associated Annual Costs of Adverse Childhood Experiences Across Europe and North America: A Systematic Review and Meta-Analysis. Lancet Public Health 2019.

Felitti, V. J., Anda, R. F., Nordenberg, D., Willamson, D. F., Spitz, A. M., Edwards, V. et al. (1998). Relationship of Childhood Abuse and Household Dysfunction to Many of the Leading Causes of Death in Adults: The Adverse Childhood Experiences (ACE) Study. American Journal of Preventative Medicine, 14, 245-258. https://doi.org/10.1016/S0749-3797(98)00017-8

https://www.acesaware.org/wp-content/uploads/2022/07/ACE-Questionnaire-for-Adults-Identified-English-rev.7.26.22.pdf

https://www.acesaware.org/learn-about-screening/screening-tools/

https://americanspcc.org/take-the-aces-quiz/

• Significant and/or frequent abuse, dysfunction in the household, or neglect.

• Growing up in an unsafe or unstable environment where there was a lack of caregivers or positive role models.

• Economic or social disadvantages, such as being isolated from others, poverty, and limited access to healthcare and education.

• Dealing with community violence or natural disasters during childhood.

• Genetic predispositions and biological responses to stress.

Protective Factors:

• Having good role models, healthy family systems, and a supportive community in the child's life is key. Trusting relationships are important for preventing and combating the effects of childhood trauma.

• The child growing up in environments where he or she can access quality education, healthcare, and mental health services, to met their physical needs and build on their own cognitive and emotion regulation skills.

Chronic stress that results from ACEs can cause information to get "stuck" in lower functioning parts of the brain, like the diencephalon and limbic systems, and not be able to reach the higher functioning parts like the cortex. Chronic stress can also alter parts of the brain. It is known that the hippocampus, prefrontal cortex, and amygdala can differ in size and functioning in a traumatized individual compared to an individual free from chronic stress. The hippocampus is responsible for memory, the prefrontal cortex is responsible for logical thought, and the amygdala is responsible for processing emotions.

Unfortunately, not every educator understands that the effects of trauma on the brain is often the reason behind why we see our traumatized students struggle with their attention, learning, executive functioning skills, emotion regulation, and making wise choices. Hence, why it is important for teachers to not take their behaviors personally and focus on providing their students with a safe spaces with an adult they trust to help them cope. Teachers can help students regulate the lower parts of their brains to be able to access the higher parts that will help them make better choices and show more success at school. Social-emotional learning (SEL) is on the rise to address this. Many teachers today model and guide students with how to calm themselves, work through problems, identify their emotions, and reflect.