Supporting Students with Adverse Childhood Experiences: How Educators and Schools Can Help

Autor/inn/en	Murphey, David; Sacks, Vanessa
Titel	Supporting Students with Adverse Childhood Experiences: How Educators and Schools Can Help
Quelle	In: American Educator, 43 (2019) 2, S.8-11 (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0148-432X
Schlagwörter	Trauma; Student Behavior; Student Needs; Stress Variables; Interpersonal Relationship; Caring; Social Development; Emotional Development; Child Development; Adolescent Development; Mental Health; Physical Health; Educational Environment; Educational Policy + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Care; Pflege; Sorge; Betreuung; Soziale Entwicklung; Gefühlsbildung; Kindesentwicklung; Psychohygiene; Gesundheitszustand; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Politics of education; Bildungspolitik
Abstract	Adverse childhood experiences (typically referred to as ACEs) are potentially traumatic experiences and events, ranging from abuse and neglect to parental incarceration. A growing body of research has made it increasingly apparent that ACEs are a critical public health issue that can have negative, lasting effects on health and well-being in childhood or later in life. However, more important than exposure to any specific event of this type is the accumulation of multiple adversities during childhood, which is associated with especially deleterious effects on development. One mechanism responsible for the effects of ACEs--toxic levels of stress--can be substantially buffered by stable and supportive relationships with caregivers. Schools and educators can also play a critical role by promoting these kinds of caring relationships, as well as social and emotional skills, that support healthy youth development for all students; removing exclusionary and punitive disciplinary practices; and supporting the physical and mental health needs of students. This article discusses the prevalence of adverse childhood experiences, how childhood adversity, including ACEs, can have profound effects, and trauma-informed care (TIC). It concludes by offering three ways schools can help and a three-part strategy for trauma-informed education policy. (ERIC).
Anmerkungen	American Federation of Teachers, AFL-CIO. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4420; e-mail: ae@aft.org; Web site: http://www.aft.org/newspubs/periodicals/ae
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01