
ACEs are ‘Adverse Childhood Experiences’ – a term used to describe a set of events experienced before the age of 18 which can increase the possibility of negative, lifelong emotional, and mental and physical health implications.
The term ACEs was first coined from a 1990s study carried out in California. Over time, additional studies have redefined the risk factors listed. These are:
- Household challenges: domestic violence, substance abuse, mental illness, separation/ divorce/ loss, and/or incarceration of a family member.
- Abuse: emotional, physical and/or sexual
- Neglect: emotional and/or physical.
The more ACEs that impact on a child, the greater the chances of:
- disrupted Neurodevelopment,
- social, emotional and cognitive impairments,
- adoption of behaviours that are a risk to health,
- disease , disability and social problems,
- early death.
ACEs should come with a note of caution; they only focus on the negative impacts and don’t take into account the positive experiences in childhood; such as a loving relationship with a family member, a trusted friend who they can confide in or a teacher who believes in you; that can build resilience and protection from the effects of trauma. This is where educational professionals can have the most impact.
In order to reduce the impact of ACEs, educational settings should:
- Create and sustain safe, stable and nurturing relationships and environments.
- Teach social and emotional skills.
- Be curious about a child’s experience in order to meet needs.
- Use Pupil Premium funding to enable children to access learning opportunities that they may have missed.
- Recognise the challenges that families face and offer support and understanding.
- Work with community organisations to provide family support.
- Encourage children to reach their full potential.
My mantra of ‘be kind, be curious, be connected’ is especially important in this context.
Share your good practice in the comments below.