ABSTRACT

Adverse Childhood Experiences (ACEs) are potentially traumatic life events experienced in childhood that can have negative and long-lasting effects throughout life. This qualitative exploratory study investigates the implementation of a novel programme aimed at supporting children experiencing adversity and trauma across primary schools in one local authority in England. Data were collected using semi-structured interviews with project team (PT) members and four head teachers and a focus group with the PT. Qualitative content analysis organised the findings into three themes: project ambition and strategy; experiences of implementation; and project review and learning. Findings were examined in relation to the 2019 Education Endowment Fund’s Implementation Process Diagram and provided a formative evaluation of project realisation. Alongside limitations of the study, implications for educational psychology practice in whole-school development are discussed.

摘要

童年时期的不良经历 (ACE) 是童年时期经历的潜在创伤性生活事件，可能会在一生中产生负面和持久的影响。这项定性探索性研究调查了一项新计划的实施，该计划旨在支持英格兰一个地方当局在小学中经历逆境和创伤的儿童。数据是通过对项目团队 (PT) 成员和四位校长的半结构化访谈以及与 PT 的焦点小组来收集的。定性内容分析将调查结果分为三个主题：项目雄心和战略；实施经验；和项目审查和学习。调查结果与 2019 年教育捐赠基金的实施流程图相关，并提供了对项目实现的形成性评估。