| Research reference (with link) |
| Adolescent adversity school attendance and academic achievement : School Connection and the Potential for Mitigating Risk 2020, N.N Duke |
| Research methodology / Data Collection methods |
| Data from 9th and 11th grade participants in the 2016 Minnesota Student Survey (N = 81,885) was used to determine if individual and cumulative measures for 10 types of ACEs were significantly associated with education-related outcomes; no plan to graduate, past month unexcused absences and low academic achievement.
The MSS survey is administered to students across the state, with students and parents having the choice to ‘opt out’ if they desire. Students had the opportunity to skip questions within the survey. 10 questions from the survey were chosen to represent the prevalence of ACEs, 3 questions were chosen linked to the identified education outcomes outlined above and 7 questions were used to measure school connectedness. The survey is used by the state as a planning tool to inform future resourcing. |
| Key relevant findings |
| There is robust research data documenting the relationships between ACEs and education-related outcomes across the age spectrum.
Hardcastle et al suggest education may play a critical role in moderating the impact of adversity and addressing the associated inequalities. One factor related to improving education related outcomes is fostering an environment based on school connectedness. School connectedness is defined as ‘the belief held by students that adults and peers in school care about their learning as well as about them as an individual.’ (US Center for Disease Control and Prevention). Survey results · 5% of the respondents to the survey reported having >4 ACEs (females 6.4%, males 3.7%). Report of having >4 ACEs was associated with having more than 4 times the likelihood of having on of the 3 education-related outcomes which were measured. · Among males who reported sexual abuse or food insecurity there was strong association with responding that they had no plan to graduate. · Among males and females who reported sexual abuse there was a strong association with responding that they had cut school for more than 3 days in the past month. · Experience of any ACEs was associated with males being 1.5 times more likely to have below average grades. · Marginal effects were reduced by school connection. These effected differed between male and female students.
The study did not conclude that school connection can improve on the impact of ACEs and education –related outcomes, however the author does suggest that there would be scope to explore these relationships further with younger students within the 6th – 8th grades. The author concludes that while the results of the study did not show a link between school connectedness and mitigating the impact of ACEs that school contextual factors may still promote youth wellbeing, a sense of belonging and resilience to challenge adversity. |
| Questions research raises |
| Are staff aware of the impact of ACEs on educational outcomes?
Are staff aware of pupils within their setting who have >3 ACEs? Do we have effective tools for screening pupils for ACEs and to gather data based on planning for future outcomes? What knowledge do senior leadership teams and pastoral care staff have on school connectedness? What role do EP colleagues have to play in gathering data on ACEs and future education outcomes? |
| Follow up reading suggestions |
| Hardcastle K, Bellis MA, Ford K, Hughes K, Garner J, Ramos RG. Measuring the relationships between adverse childhood
experiences and educational and employment success in England and Wales: findings from a retrospective study. Public Health. 2018;165:106-116. US Centers for Disease Control and Prevention. School connectedness: strategies for increasing protective factors among youth.
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