Experiences in childhood, both positive and negative, are crucial to a child’s progression. Childhood traumas and adversities are detrimental to children’s development and can have long term consequences that manifest themselves in young adulthood. The purpose of this study is to inductively explore coping strategies used by young adults during their experience of childhood traumas and adversities. A sample of college students from a diverse northeastern university (N = 146) provided quantitative and qualitative survey responses. Students were asked, “What were the tools you used to cope with adversity and/or traumatic events?” Participants responded to the prompt based on their experiences from childhood. The researchers analyzed the qualitative data using a mixed-method, thematic approach to coding participant responses. Additional quantitative information is explored to explain emerging qualitative themes. Two salient themes of coping strategies emerged, providing support for Machado et al. (2020): (1) Emotion-Focused Coping and (2) Problem-Focus Coping. Minor themes built on the findings in the area of Emotion-Focused Coping, highlighting processes of (i) emotional regulation, (ii) emotional expression, and (iii) emotional avoidance. Excerpts from this study’s participants suggest that individuals dealing with adversities and traumas find a variety of ways to cope. These coping strategies can be implemented into institutions’ everyday practices to aid children during their time of vulnerability. The article provides recommendations for school administrators, leadership teams, and any professional specializing in school culture, curriculum, and social work.

童年时期的经历，无论是正面的还是负面的，对孩子的成长都至关重要。童年创伤和逆境不利于儿童的发展，并可能产生长期后果，这些后果会在成年初期显现出来。本研究的目的是归纳探索年轻人在童年创伤和逆境经历中使用的应对策略。来自多元化东北大学的大学生样本（N = 146) 提供了定量和定性的调查回复。学生们被问到，“你用来应对逆境和/或创伤事件的工具是什么？” 参与者根据他们童年的经历对提示做出回应。研究人员使用混合方法、主题方法对参与者的反应进行编码来分析定性数据。探索额外的定量信息来解释新出现的定性主题。出现了两个突出的应对策略主题，为 Machado 等人提供了支持。(2020)：(1) 以情绪为中心的应对和 (2) 以问题为中心的应对。次要主题建立在以情绪为中心的应对领域的发现之上，突出了 (i) 情绪调节、(ii) 情绪表达和 (iii) 情绪回避的过程。本研究参与者的摘录表明，应对逆境和创伤的个人会找到多种应对方法。这些应对策略可以实施到机构的日常实践中，以帮助处于脆弱时期的儿童。这篇文章为学校管理人员、领导团队以及任何专门从事学校文化、课程和社会工作的专业人士提供了建议。