Adverse Childhood Experiences (ACEs): Translation into Action in K12 Education Settings

Chafouleas, Sandra M.; Pickens, Isaiah; Gherardi, Stacy

doi:10.1007/s12310-021-09427-9

Cited by 30 publications

(22 citation statements)

References 58 publications

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“…This type of "whole school" approach is akin to recommendations by the Massachusetts Advocates for Children and the Trauma and Learning Policy Initiative (TLPI) (Cole et al, 2005) and Dorado et al (2016) framework for promoting both individual and school-wide healing. This paper extends scholars' recommendations for "whole school trauma approaches" (e.g., Chafouleas et al, 2021;Plumb et al, 2016) by explicitly addressing RST within a multilevel school ecological lens.…”

Section: Implications For Embedding Equity Into School Mental Healthmentioning

confidence: 67%

Understanding and addressing racial stress and trauma in schools: A pathway toward resistance and healing

Saleem

Howard

Langley

2021

Psychology in the Schools

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Youth of color are disproportionately impacted by stressful and traumatic life events, including race‐based experiences, which are linked to negative consequences. School is a salient context where youth encounter, witness, and process racial stress and trauma (RST). However, RST is often overlooked within general school‐based trauma models. Thus, we propose the School Trauma and Racial Stress (STARS) blueprint, focused on RST across three levels of the school ecology. By building upon and expanding the Substance Abuse and Mental Health Services Administration recommendations regarding trauma‐informed approaches (2014), the STARS blueprint applies a multilevel approach to acknowledging and addressing RST within schools. This integrated framework is a call to action across the school ecology, with the goal to increase recognition of RST within school‐based trauma‐informed approaches and to build racial equity and healing for students of color in K‐12 schools. Practical applications for schools are discussed.

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Section: Implications For Embedding Equity Into School Mental Healthmentioning

confidence: 67%

Understanding and addressing racial stress and trauma in schools: A pathway toward resistance and healing

Saleem

Howard

Langley

2021

Psychology in the Schools

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“…The promise of trauma-informed schools is tightly connected to developmental relationships yet has not always been explicitly front and center in efforts to date. Recent analyses have suggested that the bulk of existing literature has focused on (a) building staff knowledge about trauma and its impact with less attention to roles in responding to trauma or fostering school environments that avoid perpetuating traumatization, and (b) trauma-specific intervention delivered to students with the goal to reduce trauma symptomology (Chafouleas et al, 2016(Chafouleas et al, , 2021Gherardi et al, 2020). As such, the full promise of a whole child lens in positive education has yet to be fully realized.…”

Section: Whole Child: It's Not Just Academicmentioning

confidence: 99%

“…In this example, one path presents school as posing risk, adding to the child’s net vulnerability and thus perpetuating inequity that extends intergenerationally. A related example can be found in education policy reform related to school discipline, which was enacted to improve education outcomes yet has resulted in pervasive exclusionary disciplinary practices that not only are disproportionate for certain demographic groups (e.g., students who are Black, boys, with disabilities) but also disconnected from emerging science about adverse childhood experiences (e.g., Chafouleas et al, 2021 ).…”

Section: Schools As Assets or Risks To Equitymentioning

confidence: 99%

“…When disconnected from developmental relationships, trauma-informed schools and SEL are examples of promising education practices that could face challenges to both sustained implementation and outcomes. The past decade has brought a surge in interest to bring the principles of trauma-informed care into school settings ( Chafouleas et al, 2021 ), with the goal of ensuring that all staff are informed about trauma and understand the importance of their role in providing a safe and nurturing environment that avoids re-traumatization. The promise of trauma-informed schools is tightly connected to developmental relationships yet has not always been explicitly front and center in efforts to date.…”

Section: Whole Child: It’s Not Just Academicmentioning

confidence: 99%

“…Strong potential exists to enhance integration with trauma-informed principles and advance equity through merging of current work in SEL into transformative SEL. Although just beginning to emerge in the literature, transformative SEL connects SEL with salient social identities (e.g., race and culture) and self-concept ( Chafouleas et al, 2021 ). These directions align with implications for schools as identified in a recent meta-analysis on motivation across different academic achievement, well-being, goal orientation, and persistence-related student outcomes ( Howard et al, 2021 ).…”

Section: Whole Child: It’s Not Just Academicmentioning

confidence: 99%

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Engaging a Whole Child, School, and Community Lens in Positive Education to Advance Equity in Schools

Chafouleas

Iovino

2021

Front. Psychol.

Self Cite

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Recent decades of education policy, research, and practice have brought focus on a positive education approach as applied within tiered service delivery frameworks to meet diverse needs of varied intensities. Related, the science of implementation has begun to increase understanding of supports to strengthen use of a positive education approach within tiered service delivery frameworks. To date, the body of work has fostered important shifts in how problems are viewed and addressed using a positive lens, supporting more equitable opportunity in education. To realize the full potential, however, there is a need to integrate theory and science as embedded within a whole child, school, and community lens. We propose that positive education will advance equity when grounded in integrated theory and science across developmental systems theory, prevention science, ecological systems theory, and implementation science. We first provide a brief overview of schools as a context to serve as assets or risks to equity, followed by a discussion of theory and science using a whole child, whole school, and whole community lens. We end with directions for science and practice in advancing a positive education approach.

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Considerations for conducting legal and ethical ACEs screening in schools

Amirazizi

Dowdy

Sharkey

et al. 2022

Psychology in the Schools

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Childhood exposure to adversity and its consequences is a significant public health challenge. Schools are beginning to understand the impact of adverse childhood experiences (ACEs) and some schools are considering screening for ACEs. However, dissemination of the ACEs screener and subsequent interventions may lead to challenges and iatrogenic outcomes for students if caution is not taken. This paper examines key considerations, including ethical and legal guidelines, surrounding screening for ACEs within the school system. Through conceptual analysis, the National Association of School Psychologists Principles for Professional Ethics are examined in conjunction with educational law regarding ACEs screening. Additionally, key considerations and limitations such as whether the screener captures trauma rather than adversity, the use of parents as informants, racial inequities, and potential stigma of conducting ACEs screening in schools are addressed through the integration of ACEs scholarship. Recommendations and alternative solutions for school districts seeking to address ACEs within their student population are provided in support of trauma‐sensitive schools.

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Adverse Childhood Experiences (ACEs): Translation into Action in K12 Education Settings

Cited by 30 publications

References 58 publications

Understanding and addressing racial stress and trauma in schools: A pathway toward resistance and healing

Understanding and addressing racial stress and trauma in schools: A pathway toward resistance and healing

Engaging a Whole Child, School, and Community Lens in Positive Education to Advance Equity in Schools

Considerations for conducting legal and ethical ACEs screening in schools

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