CPD 4: Adverse Childhood Experiences

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Pausing for...

ADVERSE CHILDHOOD EXPERIENCES

This pause for learning introdu ce s Teaching and Suppo rt Staff to Adverse Childhood Ex pe rie nce s ( ACEs) and potential outcomes for children impacte d by ACEs. The first learning intent ion i s to k now and unde rstand all about both Direct and Indire ct ACE’s.

DIRECT AND INDIRECT ACE’S As an educator, it’s important to know about any Adverse Childhood Experiences (ACEs) that a child might have experienced in the past, or be currently experiencing.

Direct ACEs are traumatic experiences that can harm a child’s physical and mental health both during their childhood and also in the long-term, when they become an adult, or perhaps a parent themselves.

This may include; physical or emotional abuse, neglect, or witnessing domestic violence.

ACEs can significantly damage the structure of the child’s brain and happen as a result of psychological trauma in early childhood- possibly even before the child can remember or describe the circumstances.

Be aware of the signs of abuse or neglect and report any worries to the right people.

Indirect ACEs are experiences that affect a child indirectly, like parents divorcing, parental substance misuse or mental illness.

These experiences can upset a child’s sense of security, leading to emotional distress or disruptive behaviour. As a member of staff, you can support children who’ve had these experiences by establishing consistent, reliable caring relationships, making a safe and secure environment, and getting help if needed.

Other indirect ACEs include poverty, racism, community violence, or natural disasters, which can all affect a child’s physical development. The effects of living with chronic (long-term) stress can damage a child’s thinking, social, and emotional skills. So it’s important to know the effects of ACEs and give care and help children feel more emotionally secure and develop resilience.

JUSTTEACHERS CPD- 4. ADVERSE CHILDHOOD EXPERIENCES

REACTIONS TO STRESSFUL SITUATIONS: THE HUMAN BRAIN Early childhood trauma can change how the child’s brain grows and works. When a child is in a very tough situation, their brain changes to help them deal with it. But these changes can make it harder for them to feel okay later, even when they’re in a safer place like school or with new parents. The parts of the brain that help us understand danger, feel happy and remember things, are all affected by bad treatment. This can affect how we understand and react to the people around us. It might also be useful to think about trauma as ‘not what happened to you, but what happens inside of you as a result of what happens to you’.

In this section, we talk about three brain systems that are important for how we understand and interact with other people: the THREAT SYSTEM, which helps us detect danger; the REWARD SYSTEM, which helps us feel good when good things happen; and the MEMORY SYSTEM, which helps us remember and learn from past experiences.

THREAT SYSTEM: THE THREAT SYSTEM IN OUR BRAIN HELPS US SENSE DANGER AND REACT TO IT. SOMETIMES WE NEED TO A C T Q U I C K L Y T O P R O T E C T O U R S E L V E S . B U T W H E N C H I L D R E N A R E T R E A T E D B A D L Y O R I G N O R E D , T HE Y MAY FEEL LIKE DANGER IS EVERYWHERE. EVERY DAY AND IN EVERY KIND OF SITUATION, IT CAN BE H E L P F U L T O B E H Y P E R V I G I L A N T ( E X T R A C A R E F U L A L L T H E T I M E ) A N D O N T HE L O O K O U T F O R D A N G E R – EVEN WHEN IT ISN’T REALLY THERE.

REWARD SYSTEM: O U R B R A I N L E A R N S W H A T M A K E S U S H A P P Y F R O M A V E R Y Y O U N G A G E . I T C O U L D B E S O M E T HI N G S I M P L E , L I K E F O O D , O R S O M E T H I N G L I K E A H U G O R A S M I L E F R O M S O M E O N E W HO T A K E S C A R E O F U S .

T H E P A R T O F O U R B R A I N T H A T F E E L S H A P P Y W H E N W E G E T T H E S E T H I N G S I S C A L L E D T HE R E W A R D S Y S T E M . I T H E L P S U S L E A R N W H A T ’ S G O O D I N O U R E N V I R O N M E N T A N D M A K E C HO I C E S T HA T W I L L G I V E U S M O R E O F T H E S E H A P P Y T H I N G S . B U T I F A C H I L D I S T R E A T E D B A D L Y O R I G N O R E D , T HE Y M A Y N O T G E T T H E S E R E W A R D S A S O F T E N O R A T A L L . T H I S C A N M A K E I T H A R D E R F O R T HE I R B R A I N T O F E E L HA P P Y LATER IN LIFE.

MEMORY SYSTEM: O U R B R A I N K E E P S A L O T O F M E M O R I E S F R O M P A S T E X P E R I E N C E S . T H I S H E L P S U S D O T HI N G S L I K E M A K E C H O I C E S , C O N T R O L O U R F E E L I N G S A N D F E E L G O O D A B O U T O U R S E L V E S . B U T I F C HI L D R E N A R E T R E A T E D B A D L Y O R I G N O R E D , T H E Y M A Y H A V E A L O T O F B A D M E M O R I E S ( M E M O R Y S Y S T E M ) T HA T C A N A F F E C T H O W T H E Y R E M E M B E R T H I N G S . F O R E X A M P L E , W H E N T H E Y ’ R E A S K E D A B O U T T HI N G S T HA T HA P P E N E D T O THEM, THEY MAY NOT REMEMBER AS MANY DETAILS AS OTHER CHILDREN DO.

JUSTTEACHERS CPD- 4. ADVERSE CHILDHOOD EXPERIENCES

POTENTIAL OUTCOMES FOR CHILDREN ENDURING ACES The impact of ACEs on a child’s future holistic health, development, education and wellbeing Adverse Childhood Experiences (ACEs) can have a significant impact on a child’s future holistic health, development, education, and wellbeing. ACEs can cause immediate harm and have longterm effects that can impact upon a child’s physical, emotional and mental health.

Children suffering from ACEs will almost certainly have difficulty with organisation and learning.

They may have unpredictable behaviour, and so give them difficulties with relationships.

ACEs can lead to chronic stress, which can negatively impact a child’s development and cause problems in their relationships with others. This can affect their ability to learn and succeed in school and their overall wellbeing.

Children who experience ACEs may also have a higher risk of developing mental health issues, such as depression or anxiety, later in life. Additionally, ACEs can lead to physical health problems, such as obesity, heart disease, and other chronic illnesses.

Overall, the impact of ACEs can be far-reaching and long-lasting, affecting a child’s ability to thrive and flourish in many areas of their life. However, with appropriate interventions and support, children can build resilience and overcome the negative effects of ACEs.

52%

of adults experience at least 1 ACE in their childhood or adolescence

9%

of adults have experienced 4 or more ACEs in their childhood or adolescence

JUSTTEACHERS CPD- 4. ADVERSE CHILDHOOD EXPERIENCES

JUSTTEACHERS CPD- PAUSE POINTS

THE CONNECTION BETWEEN ACES AND AN INDIVIDUALS MENTAL HEALTH As previously mentioned, some children will have experienced trauma before they could speak and before they can remember.

Studies have shown that children who experience ACEs are at a higher risk of developing mental health problems, such as depression, anxiety, and posttraumatic stress disorder (PTSD).

ACEs can also increase the risk of substance abuse and addiction later in life.

The reason for this potential connection is that ACEs can affect the development of the brain and stress response systems, leading to changes in brain chemistry and neural pathways that can affect mental health. Additionally, ACEs can impact a person’s ability to respond appropriately to situations or individuals and so be less able to form healthy relationships and coping mechanisms.

It is important to be aware of the potential connection between ACEs and mental health and to provide a safe and supportive environment for children who may be struggling with the effects childhood trauma.

TASK DISCUSS WITH A COLLEAGUE THREE THI NGS THAT MI GHT I NDI CATE THAT A CHILD WITH WHOM YOU WORK MI GHT BE I MPACTED BY ADVERSE CHILDHOOD EXPERIENCES.

SOURCES OF SUPPORT FOR CHILDREN IMPACTED BY ACES School-based resources: by providing a calm, consistent and emotionally reassuring environment, adults working with children can significantly help them reduce the impact of trauma. Schools can provide counselling services, peer support groups, and other resources to support students who have experienced ACEs.

Mental health professionals: Mental health professionals, such as psychologists, therapists, and social workers, can provide individual and family counselling, trauma-focused therapy, and other interventions to support children impacted by ACEs.

Child advocacy organisations: Child advocacy organisations, such as the NSPCC, provide resources and support for children who have experienced abuse or neglect.

Community resources: Community resources, such as community centres, youth organisations and after school programs, can provide safe and supportive environments for children impacted by ACEs.

Government agencies: Government agencies, such as child protective services and social services, can provide support and resources for children impacted by ACEs, as well as their families.

Support groups: Support groups, such as those for survivors of abuse or trauma, can provide a safe and supportive environment for children impacted by ACEs to connect with others who have similar experiences.

It is also important to work with families and other professionals to ensure that children affected receive the help and support they need.

JUSTTEACHERS CPD- 4. ADVERSE CHILDHOOD EXPERIENCES

SAFEGUARDING CHILDREN IMPACTED

BY ACES 1. Recognise the signs of ACEs: As a member of teaching staff, it’s important to be aware of the signs of ACEs, including inappropriate or unpredictable changes in behaviour, mood, and physical health. This can help you identify children who may be impacted by ACEs and provide support.

2. Provide a safe and nurturing environment: Creating a safe environment, with consistent boundaries can help children impacted by ACEs feel supported and secure. This can involve creating a structured and predictable routine, providing positive feedback, and promoting a sense of belonging and community. Children may also react to where they sit in the class- some children will feel more secure if they are sitting near a wall, either behind them or to one side. Some children will feel more emotionally secure if they can see the door.

3. Work collaboratively: It’s important to work collaboratively with other professionals, such as social workers, mental health professionals, and child protection services, to ensure that children impacted by ACEs receive the appropriate support and interventions.

4. Offer trauma-informed care: This involves understanding the impact of trauma on children’s lives and providing support that is sensitive to their needs. This can involve providing coping strategies, counselling, and other forms of support. If we teach children with compassion and treated them all as if they had suffered ACEs, it wouldn’t do any harm and would help the most damaged children most significantly.

5. Encourage parental involvement: Encouraging parental involvement and providing them with resources and support can help children impacted by ACEs feel supported and connected. Many parents will have ACEs themselves, and some research suggests that trauma can be intergenerational (i.e. children are affected by the trauma and ACEs of their parents – and grandparents).

6. Report any concerns: If you have concerns about a child’s safety or well-being, it’s important to report them to the appropriate authorities. This can involve reporting concerns to child protective services, the school’s safeguarding lead, or other relevant professionals.

By taking these actions, teaching and support staff can help safeguard children who are impacted

by ACEs and provide them with the support and resources they need to heal and thrive.

JUSTTEACHERS CPD- 4. ADVERSE CHILDHOOD EXPERIENCES

SUMMARY AND FINAL THOUGHTS As we have seen, brain changes after childhood trauma can lead to social and mental health difficulties. However, this is not set in stone.

The brain responds to both negative and positive experiences. This means there are many things that adults can do to help a child grow and adapt after maltreatment, including foster parents, social workers and teachers.

ACEs can have an impact on the child’s development throughout their lives. ACEs are currently the most significant public health predictor of problems over a lifetime and have now been acknowledged by the World Health Organisation.

There is much still to learn about which approaches best help build resilience after childhood trauma.

One thing we know is that all children are different. As teaching and support staff, we need to be interested and curious about an individual child: their strengths, weaknesses, likes and dislikes, and the nature of their early relationships and experiences.

How does this link to classroom practice?

Learning about ACE’s is vital for working with children and young people. It gives you a background of the key aspects that will govern all aspects of your working practice and everything you do as an Educator.

Thank you for reading. Please now complete our online workbook to demonstrate your understanding on this learning section.

JUSTTEACHERS CPD- 4. ADVERSE CHILDHOOD EXPERIENCES