Challenges to School Success and the Role of Adverse Childhood Experiences

Abstract

ObjectiveTo examine the association between adverse childhood experiences (ACEs), by multiple types and counts of ACEs, and challenges to school success. MethodsA cross-sectional study was conducted using data from the 2016 National Survey of Children's Health using the ACE module and 3 measures of challenges to school success: lack of school engagement, school absenteeism, and repeated grade. ResultsIn multivariable analysis adjusting for selected demographic and other characteristics, children with 4 or more ACEs had higher odds of nonengagement in school (adjusted odds ratio [aOR] 2.15; 95% confidence interval [CI], 1.51–3.07), reported school absenteeism (aOR 1.75; 95% CI, 1.12–2.73), and of repeating a grade (aOR 1.71; 95% CI, 1.19–2.47, Table 4) than children with exposure to less than 4 ACEs. Risk factors for all 3 challenges to school success included age of child and special health care needs, with older children and children with special health care needs more likely to have challenges to school success, across all 3 measures. ConclusionsOur findings confirm that ACEs can have an impact in childhood and adolescence, not just later in adulthood, as demonstrated by the association between ACEs and measures of school success. These findings further illuminate the connection between ACEs and childhood outcomes of education and health. Future research should examine frameworks that effectively support collaboration between educators, social service providers, and pediatricians as they seek to prevent or reduce the impact of ACEs and other childhood trauma.