Adverse Childhood Experiences – Breathe Education

For further information on ACEs and how they impact children see our Adverse Childhood Experiences (ACEs) toolkit.

Why is becoming ACE-aware important in a classroom?

“The science is clear, early adversity dramatically affects health across a lifetime…The single most important thing we need today is the courage to look this problem in the face and say this is real and this is all of us” – Dr Nadine Burke Harris

This is vital information for every leader and every school in terms of applying the knowledge to support, inform practice and understanding of attachment, trauma and stress and how adverse experiences in childhood can affect behaviour, brain development, stress, mental health and physical health.

How can this be important to wellbeing and healthy functioning?

The 10 most commonly measured adverse childhood experiences were:

physical abuse
sexual abuse
emotional abuse
emotional neglect
physical neglect
exposure to domestic violence
household mental illness (adult)
household substance use (adult)
parental separation or divorce
incarcerated household member

The impact of trauma often depends on the severity and timing of the trauma. The impact of trauma can result in impaired social, emotional and cognitive functioning.

There are actions that can buffer a child against the impact of ACEs and build resilience within them. Children with interests outside of the home (if it is the home that is affecting them) may be able to lessen the impact of their ACEs. By allowing the mind to be occupied with pleasurable things, can allow the brain respite from the adrenaline and cortisol, and so lessen the cellular changes.

If a child can have at least one available adult who is ‘on their side’, then they can weather the storm much better. Therefore, even if there are problems within the home, if at least one parent is maintaining structures, continuity and support, then the impact of ACEs can be reduced. Some children, sadly, won’t have this and their home is a place of fear or chaos. That means that their supportive adults in, for example, their nursery or school, become even more crucial.

Developing positive relationships where teachers may help to normalise a child’s dysregulated stress response systems and develop self-regulation (see below).
Self-regulation/co-regulation having different approaches to behavioural management (not just reacting to the behaviour) can help children with ACEs learn to regulate their emotions and behaviour. Breathing exercises or distraction techniques can help a child keep calm when they’re experiencing frustration, fear or anger. Using strategies that consider the pupil’s emotions and need for space while helping them to calm down can be effective in improving their ability to regulate their emotions. It may also help to validate the emotion they are experiencing and to understand the root of the emotion. For more information, it may help to explore our sections on emotion regulation and emotional intelligence
Competencies where a child may have not had the opportunity develop emotionally in safe environments you cangive children to opportunity to improve competencies such as self-concept and self-efficacy and ultimately build resilience. Please refer to our resources section to learn more about ‘self-concept’.
Acknowledging the difference between pupil consequences for inappropriate behaviour and punishments Consequences are designed to teach, but punishments chastise. It is important to set clear boundaries and expectations for pupils. When children do not meet these expectations or disregard boundaries, they need to be taught the expectations through consistent reasonable consequences.

What are ACEs?

ACEs is an acronym that stands for Adverse Childhood Experiences which are things that can happen in young person’s life that result in a negative outcome later on in life. They are common, with almost 50% of people living in England having 1 ACE and 8% having 4 or more.

What kind of things might be adverse experiences and what role do they play?

Adverse Childhood Experiences (ACEs) are stressful events occurring in childhood, including physical, sexual or emotional abuse, neglect, a family member with physical or mental ill-health, death of a caregiver, alcohol abuse, drug abuse, separated or divorced parents, bullying or any other experience that might result in toxic stress.

Toxic stress can derail healthy brain development, interfering with a young person’s ability to adapt, manage and regulate emotions. This may result in young people trying to find other ways of managing toxic stress by taking up health harming behaviours.

What can teachers do to mitigate the impact of ACEs and reduce negative outcomes?

Teachers, through the nature of their work, are well positioned to provide support to young people that have been exposed to high levels of toxic stress. A relatively simple but important way in which teachers can begin to support a young person’s well-being is to first learn and understand more about mental health and wellbeing. Research has shown that a relationship with one trusted adult during childhood can mitigate the impacts of ACEs on mental and physical wellbeing.

3 top tips!

Developing positive relationships can help to normalise a child’s disrupted body and brain stress response systems and develop self-regulation
Acknowledge the difference between consequences for inappropriate behaviour and punishments.
Use different approaches to behavioural management (not just reacting to the behaviour) to help children with ACEs learn to regulate their emotions and behaviour