Implementing ACEs in Schools
The Adverse Childhood Experience (ACE) study should be conducted in schools to prevent future trauma but also as an intervention tool to help children cope and to avoid re-traumatization. It could also prevent children with disruptive behaviors as simply being labeled ‘problem children’ or change how the school handles such behaviors. Having a better understanding of each individual child can create profound relationships, trust, and help the school become more effective in teaching students. Finkel (2014) explains advantages of ACEs as “primary prevention efforts such as education of parents about how to encourage a child’s brain development, ensuring that health professionals are screening for ACEs at periodic intervals during childhood, and educating school personnel on the signs and symptoms of ACEs, as well as the fact that maladaptive, antisocial behaviors often stem from them”.
Schools taking this initiative would not only affect how children learn, behave and cope but it’s impact will stay long past the school experience. Children with high ACE scores are much more likely to engage in criminal behavior and/or abuse drugs. This intervention could save many lives and decrease crime amongst youth. Most importantly this test would show students that they are cared about. Many children living in trauma prone or negative home lives have no one they can rely on. A child who feels important to another person can make a long-lasting positive impact on their lives and how they behave. If nothing else, the results will give the school a guideline on how to support them and that in itself is more than worth it.
Reference
Finkel, E. (2014). “Florida Study Confirms Link Between Juvenile Offenders, ACEs; Rates Much Than CDC’s ACE Study”. Retrieved from https://acestoohigh.com/2014/08/20/ florida-study-confirms-link-between-juvenile-offenders-aces-rates-much-higher-than-cdcs-ace-study/