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Adverse Childhood Experiences: How Incidents From the Past Affect a Student's Classroom Behavior Today

Adverse Childhood Experiences: How Incidents From the Past Affect a Student's Classroom Behavior Today

Alicia D. Johnson
Copyright: © 2022 |Pages: 19
ISBN13: 9781668463154|ISBN10: 1668463156|EISBN13: 9781668463161
DOI: 10.4018/978-1-6684-6315-4.ch014
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MLA

Johnson, Alicia D. "Adverse Childhood Experiences: How Incidents From the Past Affect a Student's Classroom Behavior Today." Research Anthology on Interventions in Student Behavior and Misconduct, edited by Information Resources Management Association, IGI Global, 2022, pp. 246-264. https://doi.org/10.4018/978-1-6684-6315-4.ch014

APA

Johnson, A. D. (2022). Adverse Childhood Experiences: How Incidents From the Past Affect a Student's Classroom Behavior Today. In I. Management Association (Ed.), Research Anthology on Interventions in Student Behavior and Misconduct (pp. 246-264). IGI Global. https://doi.org/10.4018/978-1-6684-6315-4.ch014

Chicago

Johnson, Alicia D. "Adverse Childhood Experiences: How Incidents From the Past Affect a Student's Classroom Behavior Today." In Research Anthology on Interventions in Student Behavior and Misconduct, edited by Information Resources Management Association, 246-264. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-6315-4.ch014

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Abstract

Childhood trauma is as American as apple pie. The statistics are sobering. In 2018, more than 673,000 children were victims of abuse or neglect. This chapter will explore adverse childhood experiences (ACEs) in detail, relating how these past experiences could affect current student behavior. A case study will be used to illustrate the issues that teachers face in their classrooms. Research shows that trauma affects the brain and subsequently how people act and/or react. Emotional regulation, behavioral control, and cognitive processes that are affected by trauma will be explored. Further, this chapter will raise the issues of racial disproportionality in identification and labeling of behavioral disorders and recommendations for special education among students who may have been exposed to trauma. Lastly, recommendations for best practice will be outlined to support educators in the field.

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