A child with 4 or more ACEs is 32x more likely to misbehave in class.
Mollie Tobin outlines research from neuroscience, psychology and education to highlight new understandings in childhood trauma research, and explores how this can be applied in the classroom.
There is a misconception that children are more resilient than adults to the effects of trauma and will ‘outgrow’ traumatic experiences (Lieberman & Knorr, 2007). However, new understandings in developmental and neuroscience research have challenged popular ideas about trauma and brain development during childhood. This research can help educators and other stakeholders better understand the broad influence that trauma exposure may have on child development, and to reflect on policy and practice when considering traumatised children in classrooms.
Childhood trauma
Childhood trauma is typically characterised by the experience, which includes the type and duration of trauma experienced, and the child’s reaction to the experience, such that these experiences overwhelm a child’s ability to cope and cause the child to feel extreme fear, helplessness or horror (American Psychological Association, 2008).
Studies show that trauma exposure in childhood is widespread (American Psychological Association, 2008; Finkelhor, Turner, Shattuck, Hamby, & Kracke, 2015), and unfortunately it is a common experience once children reach adolescence and adulthood (Anda, et al., 2006).
Research in psychology and education suggests that trauma is associated with poorer education outcomes, and that traumatised children use more school and system-level academic supports, have lower academic achievement, and higher rates of grade repetition and school drop-out (Duplechain, Reigner, & Packard, 2008; Perzow, et al., 2013).
For the complete article by ACER, go to: https://www.teachermagazine.co...m?platform=hootsuite]
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