Abstract
This chapter reviews the literature on adverse childhood experiences (ACEs) related to pre-kindergarten through 12th grade (PK-12) education settings with a focus on the need to expand current approaches. It provides a critical overview of how ACEs research has been translated into frameworks for trauma-informed practices in education and proposes opportunities to rethink these approaches and effectively integrate them with other school-based initiatives intended to support student well-being. The chapter suggests that meaningful translation of ACEs research into PK-12 education goes beyond understanding the impact of childhood adversity on student outcomes and functioning and requires consideration of how schools have created or perpetuated adverse experiences and incorporation of resilience-focused, systems-oriented frameworks for holistic student support.
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Gherardi, S.A., Chafouleas, S.M., Koslouski, J. (2023). Adverse Childhood Experiences (ACEs): Translation into Action in PK-12 Education Settings. In: Portwood, S.G., Lawler, M.J., Roberts, M.C. (eds) Handbook of Adverse Childhood Experiences. Issues in Clinical Child Psychology. Springer, Cham. https://doi.org/10.1007/978-3-031-32597-7_8
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