Adverse childhood experiences and trauma informed practices in second chance education settings in the Republic of Ireland: An inquiry-based study

Abstract

Recent research has highlighted the high prevalence of adverse childhood experiences (ACEs) in early school leavers (ESLs), as well as the increasing levels of marginalisation, socioemotional, mental health and behavioural difficulties (NEPS, 2017; Smyth, 2019). An inquiry-based evaluation, incorporating an online survey (n = 120 s chance educators) and focus groups with educators and early school leavers (n = 17), was conducted to explore the facilitative and inhibitive factors which influence reengagement in education. Overall, ACEs were understood as significant in the lives of ESLs who reported negative experiences of mainstream education. Supportive relationships and collaborative teaching practices, as well as the use of positive behavioural supports were highlighted as crucial in reengaging ESLs in education. Notable challenges also emerged including ongoing adversity and socioemotional and behavioural difficulties amongst ESLs. Incidences of secondary traumatic stress and insufficient training and support in trauma-informed practice were highlighted by educators. Systems barriers included resource limitations and pressure to focus on academic achievement, rather than personal wellbeing in students. The findings shed light on the role of trauma-informed practice in second chance education and improving outcomes for ESLs.