Adverse Childhood Experiences
Activity timeframe
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Summary: This article makes the case that all students could be the subject of traumatic events and the SEL programs should take this into consideration. The authors suggest three key areas to consider when building SEL programs to address the needs of all students, including those experiencing trauma. Source: Erica Pawlo, Ava Lorenzo, Brian Eichert, and Maurice J. Elias, Phi Delta Kappan, October 28, 2019 Excerpt: " Read more
Summary: This article is written by a principal of an acclaimed Trauma-Informed school. He describes what trauma-informed education is and what it isn't. He offers six misconceptions about trauma-informed education and the reality behind each of these misconceptions. Source: Mathew Portell, Edutopia, December 16, 2019 Excerpt: "ACEs (adverse childhood experiences) have made their way into the mainstream over the past Read more
Summary: This article focuses on the importance of using SEL skills when dealing with behavioral problems - particularly for those students suffering from ACEs (Adverse Childhood Experiences). The author underscores the importance that "Discipline ideally is not something we do to students—it should be a quality we want to develop within them." Source: Lori Desautels, Edutopia, October 15, 2019 Description: "Fo Read more
Summary: This article reports on a research study of 198 2- and 3-year-old Canadian students, who were primarily white and middle-class, that finds preschool children who both bully and are themselves bullied are most likely to show signs of childhood depression, which can appear as early as age 3 and increases the risk of depression in later childhood and adolescence, according to the Hechinger Report. Source: Ameli Read more
Summary: This article provides strategies to help upper elementary and middle school kids who have experienced trauma understand and control their emotions. Source: Laurie DeSautels, Edutopia, December 3, 2018 Description: "When people feel stressed because of toxic levels of adversity—such as experiencing or witnessing physical or emotional abuse, or substance abuse—they find it very challenging to st Read more
Summary: This article talks about the importance of student mental health and why and how principals can support students in times of need and also in times of tragedy. A three-tiered structure of support is discussed and recommended for implementation in schools. Source: Arianna Prothero, Education Week, October 16, 2018 Description: "An estimated 32 percent of adolescents have an anxiety disorder, according to the Read more
Summary: This article underscores the need to provide supports for educators who are highly stressed and emotionally exhausted from providing academic, emotional and behavioral support to stressed and traumatized students. The article also supports greater funding for more guidance counselors who could ake on some of the burden of dealing with these students. Source: Amelia Harper, Education DIVE, September 4, 2018 D Read more
Summary: This article presents the results of a recent Edutopia-sponsored Twitter Chat on the topics of trauma and social emotional learning. Two ideas emerged from the exchange of ideas - the importance of a strong one-to-one bond between teacher and students who experience trauma and the importance of engaging the wider the community in this effort. Source: Alex Shevrin, Edutopia, August 3, 2018 Description: "With Read more
Summary: This article underscores the importance of providing adequate mental health supports in schools. The number of counselors and psychologists available to help students in need across the country is disproportionate to the number of students needing help. The article suggests partnerships between K-12 school districts and colleges and universities might provide at least a partial solution. Source: Autumn Arnet Read more
Summary: This article suggests that developing resiliency touch points will help students deal with trauma and adverse childhood experiences (ACEs). Touch points are interactions with individuals we trust, who see and notice our strengths, interests, passions, and challenges, and who understand us, affirming our stories, our belief systems, and the cultures in which we have developed. Source: Lori Desautels, Edutopia Read more
