The relationship between adverse childhood experiences and educational disadvantage: A critical perspective (2024)

Goodall, K., Robertson, H. (2020). The relationship between adverse childhood experiences and educational disadvantage: A critical perspective. Scottish Affairs, 29(4), 493-501. https://doi.org/10.3366/scot.2020.0339

Goodall, Karen ; Robertson, Hannah ; Schwannauer, Matthias. / The relationship between adverse childhood experiences and educational disadvantage : A critical perspective. In: Scottish Affairs. 2020 ; Vol. 29, No. 4. pp. 493-501.

@article{353bc8be3f954eceb3edc7381610bddf,

title = "The relationship between adverse childhood experiences and educational disadvantage: A critical perspective",

abstract = "In the last 25 years, converging evidence has supported the view that adverse childhood experiences (ACEs) have long term negative impacts on physical and mental health. More recently, ACEs have been negatively associated with a range of educational measures. As educational attainment is a determining factor in later socioeconomic position, the education system is likely to play a significant role in responding to ACEs. A critical and reflective examination of the available research will be crucial to intervening in evidence based ways. While the ACEs movement has been instrumental in highlighting the educational impact of inequality in childhood, the ACEs research is often difficult to parse due to a reliance on checklists and a cumulative risk model.At present, the mechanisms that link ACEs to educational outcomes are still under-researched. Continued discussion of the concept of ACEs and the strengths and limitations of the current research is warranted.",

keywords = "ACEs, education, attainment, engagement, violence, socioeconomic",

author = "Karen Goodall and Hannah Robertson and Matthias Schwannauer",

year = "2020",

month = oct,

day = "29",

doi = "10.3366/scot.2020.0339",

language = "English",

volume = "29",

pages = "493--501",

journal = "Scottish Affairs",

issn = "0966-0356",

publisher = "Edinburgh University Press",

number = "4",

}

Goodall, K, Robertson, H 2020, 'The relationship between adverse childhood experiences and educational disadvantage: A critical perspective', Scottish Affairs, vol. 29, no. 4, pp. 493-501. https://doi.org/10.3366/scot.2020.0339

The relationship between adverse childhood experiences and educational disadvantage: A critical perspective. / Goodall, Karen; Robertson, Hannah; Schwannauer, Matthias.
In: Scottish Affairs, Vol. 29, No. 4, 29.10.2020, p. 493-501.

Research output: Contribution to journal › Review article › peer-review

TY - JOUR

T1 - The relationship between adverse childhood experiences and educational disadvantage

T2 - A critical perspective

AU - Goodall, Karen

AU - Robertson, Hannah

AU - Schwannauer, Matthias

PY - 2020/10/29

Y1 - 2020/10/29

N2 - In the last 25 years, converging evidence has supported the view that adverse childhood experiences (ACEs) have long term negative impacts on physical and mental health. More recently, ACEs have been negatively associated with a range of educational measures. As educational attainment is a determining factor in later socioeconomic position, the education system is likely to play a significant role in responding to ACEs. A critical and reflective examination of the available research will be crucial to intervening in evidence based ways. While the ACEs movement has been instrumental in highlighting the educational impact of inequality in childhood, the ACEs research is often difficult to parse due to a reliance on checklists and a cumulative risk model.At present, the mechanisms that link ACEs to educational outcomes are still under-researched. Continued discussion of the concept of ACEs and the strengths and limitations of the current research is warranted.

AB - In the last 25 years, converging evidence has supported the view that adverse childhood experiences (ACEs) have long term negative impacts on physical and mental health. More recently, ACEs have been negatively associated with a range of educational measures. As educational attainment is a determining factor in later socioeconomic position, the education system is likely to play a significant role in responding to ACEs. A critical and reflective examination of the available research will be crucial to intervening in evidence based ways. While the ACEs movement has been instrumental in highlighting the educational impact of inequality in childhood, the ACEs research is often difficult to parse due to a reliance on checklists and a cumulative risk model.At present, the mechanisms that link ACEs to educational outcomes are still under-researched. Continued discussion of the concept of ACEs and the strengths and limitations of the current research is warranted.

KW - ACEs

KW - education

KW - attainment

KW - engagement

KW - violence

KW - socioeconomic

U2 - 10.3366/scot.2020.0339

DO - 10.3366/scot.2020.0339

M3 - Review article

SN - 0966-0356

VL - 29

SP - 493

EP - 501

JO - Scottish Affairs

JF - Scottish Affairs

IS - 4

ER -

Goodall K, Robertson H, Schwannauer M. The relationship between adverse childhood experiences and educational disadvantage: A critical perspective. Scottish Affairs. 2020 Oct 29;29(4):493-501. doi: 10.3366/scot.2020.0339