Teachers will be taught how to support pupils who have adverse experiences such as family breakdown, bereavement or physical, sexual or substance abuse. It includes recommendations of actions that can be taken to support young people to develop resilience. However, the report includes feedback from pupils about their perceptions of the school environment following intervention that may be of relevance. While some clients may be at higher risk for negative outcomes, building resilience should remain at the core of any intervention. Mersky, J et al (2017) Rethinking the measurement of adversity: moving toward second-generation research on Adverse Childhood Experiences. Centre for Excellence and Outcomes in Children and Young People’s Services (C4EO) (, Fancourt, N and Sebba, J (2018) The Leicestershire virtual school’s Attachment Aware Schools Programme: evaluation report (. We know children in war zones, natural disasters, households with food instability and many other adverse experiences will have long-term health outcomes. Participants included senior and junior teaching staff, teaching assistants, school support staff, Children’s Service staff including health and social care services, early years practitioners, youth workers and youth mentors, and some parents. The fact that ACEs occurred at such a high rate suggests that more disenfranchised populations will have higher ACEs scores. The focus of this review was to identify evidence around ACEs and trauma-informed approaches to education and how ACEs can impact educational outcomes. They define the core attributes of a trauma sensitive school to include: The website provides several reports, research outputs and other potentially relevant resources. The book reviews the field and provides a range of interventions for children, adults and parents. (2017) emphasise that A trauma-informed approach “can include trauma-specific interventions, but trauma-specific interventions alone are not seen as sufficient for achieving optimal outcomes or to influence service systems”. Similarly, there is no consensus on the use of terms associated with trauma in childhood, which makes efforts to both implement and study trauma-informed approaches to care challenging (Maynard et al. 2017). Glasgow Centre for Population Health (. Murphy, A, Steele, H, Bate, J, Nikitiades, A, Allman, B, Bonuck, K, Meissner, P, & Steele, M (2015) Group attachment-based intervention: Trauma-informed care for families with adverse childhood experiences. This book examines science-based interventions that have been effective in promoting attachment security. Findings in this report aim to inform the potential benefits to mental health in Wales of developing resilience both in children and adults to mitigate at least some of the detrimental impacts of experiencing ACEs. Where positive changes were identified, these related to the following outcomes: This section focuses on examples of trauma, attachment and ACEs informed approaches to education and documents that make good practice recommendations. Campbell Collaboration review (, McDowell, N (2017) The association between adverse childhood experiences and educational outcomes among children ages 6-17. As the number of ACEs increases so does the risk for the following: The theory behind ACEs is that adverse childhood experiences lead to neurobiological impacts and health risks, which in turn lead to long-term social and health problems. Vote for it above! Focuses on strengthening caregiving relationships in early childhood and working with children and parents who have been exposed to trauma and other adverse experiences. Key findings include: However, a limitation of the studies included in the review is that there is a lack of evidence around the effect of interventions on children and young people from different socio-economic or ethnic backgrounds. Theory, which can appropriately respond to ACEs in a comprehensive and coordinated fashion that draws on what we know about how to support people in body, mind, and spirit within self, culture, and nature. The Inaugural Margaret McCain lecture (abstracted); McCain Lecture series, The Centre for Children and Families in the Justice System, London, ON, 2005,  https://www.theguardian.com/science/2015/aug/21/study-of-holocaust-survivors-finds-trauma-passed-on-to-childrens-genes,  http://www.ajpmonline.org/article/S0749-3797(98)00017-8/abstract,  https://www.healthypeople.gov/2020/topics-objectives/topic/social-determinants-of-health, How to Create Trauma-informed Systems of Care within Organizations, Social Workers Can Collaborate with Physicians to Create Aces-informed Healthcare, How to Administer a Trauma Screening Using The ACEs Questionnaire, ACE’s in Foster Care: Rethinking Trauma Informed Care, Your email address will not be published. For example, Cook et al (2005) suggest: By early elementary school, maltreated children are more frequently referred for special education services. This presentation provides a clear overview of the types of childhood trauma and the background theory to the recommendations around how educators can create a trauma-informed school with a multi-tiered system of support services. Murray, J et al. They surveyed 17,000 primarily white, middle-class adults. However, we found qualitative studies that discussed positive student and teacher perceptions of interventions and evidence to suggest activities are well-regarded and do have an impact on the perceptions of the overall school environment. (Kahn and Vezzuto 2015) (2016) Examining adverse childhood experiences among students repeating the ninth grade: Implications for school dropout prevention. The original ACE study (CDC 2016) found the following: The ACE score, a total sum of the different categories of ACEs reported by participants, is used to assess cumulative childhood stress. Specific recommendations are provided for designing and evaluating interventions in a school setting. Mother treated violently: Your mother or stepmother was pushed, grabbed, slapped, had something thrown at her, kicked, bitten, hit with a fist, hit with something hard, repeatedly hit for over at least a few minutes, or ever threatened or hurt by a knife or gun by your father (or stepfather) or mother’s boyfriend. (2007) Gender differences in mental health symptoms among delinquent and community youths. The teachers who rated the children’s changed behaviour were also aware of the intervention taking place (but had limited knowledge of what the programme entailed). Elements of a trauma sensitive school approach are offered along with resources for implementation. ACEs are traumatic experiences that occur in childhood as a result of abuse, neglect, or household dysfunction. ACEs overview. Household substance abuse: A household member was a problem drinker or alcoholic or a household member used street drugs. The document states that the Scottish Government will “embed a focus on preventing ACEs and supporting the resilience of children and adults in overcoming early life adversity across all areas of public service, including education, health, justice and social work”. 2016), as well as physical and mental health outcomes in later life (Crouch et al. emotion coaching techniques to promote a more relational and skills-based approach to supporting children’s behaviour. The theory behind ACEs is that adverse childhood experiences lead to neurobiological impacts and health risks, which in turn lead to long-term social and health problems. The fact that trauma impacts motivation and behavior is not new or surprising to clinicians. This mixed-methods study looks at the impact of an Attachment Aware Schools Programme run by Bath and NE Somerset Council, Bath Spa University and Kate Cairns Associates between October 2015-July 2016. (2018) The impact of a statewide trauma-informed care initiative in child welfare on the well-being of children and youth with complex trauma. These findings have been demonstrated across a variety of trauma exposures (eg, physical abuse, sexual abuse, neglect, exposure to domestic violence) and cannot be accounted for by the effects of other psychosocial stressors such as poverty. Sexual abuse: An adult, relative, family friend, or stranger who was at least 5 years older than you ever touched or fondled your body in a sexual way, made you touch his/her body in a sexual way, attempted to have any type of sexual intercourse with you. 2017). A quarter of individuals reported experiencing two or more. The greater the neurobiological impacts and health risks, the more serious the lifelong consequences to health and wellbeing. (2011) The impact of adverse childhood experiences on an urban pediatric population. Most of us know when there is something deeper driving a client’s behaviors even when it is not articulated. However, only six of the ten schools provided attainment data for these students which means the extent of the impact is unclear. Rossen, E and Cowan, KC (2013) The role of schools in supporting traumatized students. Web of Science analytics indicate that between 2010 and 2017, references to adverse childhood experiences have increased tenfold at a steady pace, suggesting a significant growth in discourse around the concept.