Welcome to the InfoSci Platform
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: 9781799874737|ISBN10: 1799874737|ISBN13 Softcover: 9781799874744|EISBN13: 9781799874751
DOI: 10.4018/978-1-7998-7473-7.ch001
Cite Chapter Cite Chapter

MLA

Johnson, Alicia D. "Adverse Childhood Experiences: How Incidents From the Past Affect a Student's Classroom Behavior Today." Strategies and Methods for Implementing Trauma-Informed Pedagogy, edited by Carianne Bernadowski, IGI Global, 2022, pp. 1-19. https://doi.org/10.4018/978-1-7998-7473-7.ch001

APA

Johnson, A. D. (2022). Adverse Childhood Experiences: How Incidents From the Past Affect a Student's Classroom Behavior Today. In C. Bernadowski (Ed.), Strategies and Methods for Implementing Trauma-Informed Pedagogy (pp. 1-19). IGI Global. https://doi.org/10.4018/978-1-7998-7473-7.ch001

Chicago

Johnson, Alicia D. "Adverse Childhood Experiences: How Incidents From the Past Affect a Student's Classroom Behavior Today." In Strategies and Methods for Implementing Trauma-Informed Pedagogy, edited by Carianne Bernadowski, 1-19. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-7473-7.ch001

Export Reference

Mendeley
Favorite

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.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.