ArticleChild abuse & neglect2023
What's the matter with ACEs? Recommendations for considering early adversity in educational contexts.
Article in Child abuse & neglect, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed.
- Childhood adversity and psychopathology: the dimensions of timing, type and chronicity in a population-based sample of high-risk adolescents.Child and adolescent psychiatry and mental health · 2024Article
- Exploring School Professionals' Definitions of Childhood Trauma.Journal of child & adolescent trauma · 2023Article
Corrections and comments
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Authors and funding
3 authors.
Funding
Abstract
backgroundCurrently, some trauma-informed education practices use "ACE scores," a number that represents the sum of endorsed items from a survey derived from the Adverse Childhood Experiences (ACEs) study in 1998. We caution that the survey provides limited information within education, and such scores have limited utility for designing and delivering individualized intervention to support students who have experienced adversity.
objectiveWe sought to illustrate why ACEs are not well-suited for use in trauma-informed education, provide definitions for adversity-related terms from which a broader and common understanding of adversity can stem, and provide recommendations for integration of adversity-informed approaches to the educational context.
methodsWe compiled definitions of adversity-related constructs and made recommendations based on review of relevant research from the fields of psychology and education.
resultsRather than tailoring educational practices to specific children based on the "traumatic" events they experience, we recommend educators focus their efforts on building supportive classrooms geared toward supporting students with best practices drawn from the Science of Learning, and with the understanding that early adversity can influence heterogeneous trajectories in student development and behavior. In addition, further research on educational practices, including the use of a shared language for describing and defining adversity-related experiences, are the concrete steps needed to better support a goal of adversity-informed education.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.