Background

Currently, some trauma-informed education practices use “ACE scores,” a number that represents the sum of endorsed items from a survey derived from the Adverse Childhood Experiences (ACEs) study in 1998. We caution that the survey provides limited information within education, and such scores have limited utility for designing and delivering individualized intervention to support students who have experienced adversity.

Objective

We sought to illustrate why ACEs are not well-suited for use in trauma-informed education, provide definitions for adversity-related terms from which a broader and common understanding of adversity can stem, and provide recommendations for integration of adversity-informed approaches to the educational context.

Methods

We compiled definitions of adversity-related constructs and made recommendations based on review of relevant research from the fields of psychology and education.

Results

Rather than tailoring educational practices to specific children based on the “traumatic” events they experience, we recommend educators focus their efforts on building supportive classrooms geared toward supporting students with best practices drawn from the Science of Learning, and with the understanding that early adversity can influence heterogeneous trajectories in student development and behavior. In addition, further research on educational practices, including the use of a shared language for describing and defining adversity-related experiences, are the concrete steps needed to better support a goal of adversity-informed education.

中文翻译：

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ACE怎么了？在教育背景下考虑早期逆境的建议

背景

目前，一些创伤知情教育实践使用“ACE 分数”，该数字代表 1998 年不良童年经历 (ACEs) 研究得出的调查认可项目的总和。我们警告说，该调查提供的教育信息有限，并且这些分数对于设计和提供个性化干预以支持经历过逆境的学生的效用有限。

客观的

我们试图说明为什么 ACE 不适合用于创伤知情教育，提供与逆境相关的术语的定义，从中可以产生对逆境的更广泛和普遍的理解，并提供将逆境知情方法整合到教育背景。

方法

我们汇编了与逆境相关的结构的定义，并根据对心理学和教育领域相关研究的回顾提出了建议。

结果

我们建议教育工作者不要根据他们经历的“创伤性”事件为特定儿童量身定制教育实践，而是将他们的精力集中在建立支持性课堂上，这些课堂旨在通过从学习科学中汲取的最佳实践来支持学生，并理解早期的逆境可以影响学生发展和行为的异质轨迹。此外，对教育实践的进一步研究，包括使用共同语言来描述和定义与逆境相关的经历，是更好地支持逆境知情教育目标所需的具体步骤。