This module will cover an approach to better identify pupils who are likely to be adversely affected by ACEs and toxic stress it will also discuss the impact on childhood adversity and possible repercussions for behaviour and relationships in the classroom along with protective factors and the role of a practitioner in the lives of children impacted by ACEs.
Who is Affected by ACEs?
Who is affected by ACEs in your classrooms? For every 100 adults in England 48 suffered at least one ACE:
(Bellis et Al, 2014 – Figures based on population adjusted adults aged 18-69 years in England)
0 ACEs = 52%
1 ACE = 23%
2-3 ACES = 16%
4+ ACEs = 9%
The 4+ ACEs marked here in red are the severely affected adverse pupils. REMEMBER the data is based on adults BUT the experiences are ‘Adverse Childhood’These are your pupils, experiencing adversity now, not in adulthood, but now.
What Does the Data Tell Us?
Four clear messages communicated by the data are represented below by an image with accompanying text underneath. Learn about each message by slowly dragging the selector to the right until you have familiarised yourself with these messages:
It is beneficial to revisit these statistics as they are so alarming.
What This Looks Like in the Classroom:
You may identify with some of the impacts listed in this diagram as behaviours demonstrated by pupils within your care. Take time to read through the descriptions.
Building Resilience & Protective Factors
Resilience is the ability to ‘bounce back’ from adversity. Protective factors increase resilience, whereas risk factors increase vulnerability.
ACEs are extreme risk factors. Schools and staff can mostly be viewed as protective factors. So to disrupt the low resilience, high vulnerability cycle, practitioners must view themselves as a protective factor. Someone who can help prevent ACEs and someone who can promote and build resilience.
The image below contains a pyramid with resilience and protective factors. Select each of the info icons (i) to see how these factors work together:
Practitioners as Protective Factors
Module Three: Knowledge Test