Challenges with Mainstreaming as Inclusive Education: A Case Study of Pupils with Adverse Childhood Experiences (ACEs) in Scotland

Childhood trauma is as American as apple pie. The statistics are sobering. In 2018, more than 673,000 children were victims of abuse or neglect. This chapter will explore adverse childhood experiences (ACEs) in detail, relating how these past experiences could affect current student behavior. A case study will be used to illustrate the issues that teachers face in their classrooms. Research shows that trauma affects the brain and subsequently how people act and/or react. Emotional regulation, behavioral control, and cognitive processes that are affected by trauma will be explored. Further, this chapter will raise the issues of racial disproportionality in identification and labeling of behavioral disorders and recommendations for special education among students who may have been exposed to trauma. Lastly, recommendations for best practice will be outlined to support educators in the field.

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Developmental Science, Alcohol Use Disorders, and the Risk–Resilience Continuum

10.1093/oso/9780190676001.003.0001 ◽

2018 ◽

Author(s):

Leon I. Puttler ◽

Robert A. Zucker ◽

Hiram E. Fitzgerald

Keyword(s):

Substance Use ◽

Dynamic Systems ◽

Adverse Childhood Experiences ◽

Alcohol Use Disorders ◽

Risk And Resilience ◽

Childhood Experiences ◽

Regulatory Systems ◽

Adverse Childhood ◽

Cascade Effects

The origins and expression of addiction are best understood within the context of developmental processes and dynamic systems organization and change. For some individuals, these dynamic processes lead to risk cumulative or cascade effects that embody adverse childhood experiences that exacerbate risk; predict early onset of drinking, smoking, or other substance use; and often lead to a substance use disorder (SUD) during the transitions to adolescence and emergent adulthood. In other cases, protective factors within or outside of the individual’s immediate family enable embodiment of normative stress regulatory systems and neural networks that support resilience and prevention of SUDs. A case study is provided to illustrate these processes and principles of the organization of addictive behavior. Finally, a model of risk to resilience captures the flow of development and the extent to which individual-experience relationships contribute to risk and resilience.

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Mobilizing Resilience and Recovery in Response to Adverse Childhood Experiences (ACE): A Restorative Integral Support (RIS) Case Study

Journal of Prevention & Intervention in the Community ◽

10.1080/10852352.2012.707466 ◽

2012 ◽

Vol 40 (4) ◽

pp. 335-346 ◽

Cited By ~ 14

Author(s):

Heather Larkin ◽

Brooke A. Beckos ◽

Joseph J. Shields

Keyword(s):

Adverse Childhood Experiences ◽

Childhood Experiences ◽

Adverse Childhood

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A qualitative bounded case study on teacher and administrator perceptions of students' adverse childhood experiences in rural, northwest Missouri elementary school

10.32469/10355/79508 ◽

2020 ◽

Author(s):

◽

Rebecca A. Moore

Keyword(s):

Mental Illness ◽

Elementary Schools ◽

Childhood Trauma ◽

Adverse Childhood Experiences ◽

Administrator Perceptions ◽

Childhood Experiences ◽

Adverse Childhood ◽

Perceptions Of Students ◽

Trauma Informed

The purpose of this bounded case study (Merriam and Tisdell, 2016) was to add to the existing research literature on early childhood trauma in addition to understanding teacher and administrator perceptions on students' adverse childhood experiences (ACEs) in rural, Northwest Missouri elementary schools from 2009 through 2019. Survey participants (n=31), consisting of kindergarten through third grade teachers and elementary administrators completed surveys on their perceptions of students' ACEs within their school districts. Interview participants (n=11), consisting of kindergarten through third-grade teachers and elementary principals, shared their perceptions and lived experiences of students' ACEs. Teachers and administrators noticed the most adverse childhood experiences K - 3rd grade children in rural Missouri elementary schools were exposed to include: (a) divorce, (b) substance abuse, (c) mental illness, (d) physical abuse, and (e) emotional neglect. Three themes emerged from the study: (1) the family system included household dysfunction that may include impactful events such as divorce, substance abuse, and mental illness (2) increase of teachers' and administrators' awareness of trauma, and (3) resources and supports. Teachers and administrators noticed an increase in continued trauma perceived to be because of unstable family conditions systems described by Urie Bronfenbrenner's (1970) human ecological systems theory as the microsystem. Suggested implications for teachers, administrators included: (1) an increase of teacher and administrator awareness of trauma, (2) trauma-informed training opportunities through the Missouri Trauma Informed School Initiative for teachers and administrators, (3) a curriculum focus on children's social emotional development, (4) additional youth mental health resources and support for families and school district personnel, and (5) developing and implementing a mentor program partnering teachers and administrators with families in crisis. Additionally, results from the study could aid in helping the MASA, MAESP, and MSTA consider new evidence related to student trauma in rural public elementary schools. This may lead to an opportunity for these professional organizations to review their structures in order to collaborate to create a more robust and meaningful dialogue about childhood trauma. These educational discussions may lead to compelling evidence suggesting adjustments in legislation to support children impact by adverse childhood experiences.

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