User:Lovelyr79/Adverse childhood experiences
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Literacy Development and ACEs[edit]
ACEs in childhood and adolescence can affect literacy development in many ways. Children who have faced trauma encounter more learning challenges in school and higher levels of stress internally.[1]Building literacy skills can be negatively impacted both by the lack of literacy experiences in the home, missing parts of early-childhood education, and by actually altering brain development. There are techniques that can be employed by educators and clinicians to try and remediate the effects of the adverse experiences and move children forward in their literacy and educational development.
ACEs affect parts of the brain that involve memory, executive functioning, and attention[2].The parts of the brain and hormones that register fear and stress are in overdrive, whereas the prefrontal cortex, which regulates executive functions, is compromised. This impacts impulse control, focus, and critical thinking. [3] Memory is also a struggle as there is less capacity to process new input.[1] The stress of ACEs creates a state of "fight, flight, or freeze" which leaves children unavailable for learning.[1] The ability to process new information or collaborate with peers in school is eclipsed by the brain's necessity to survive the stress experienced in their environment outside of school.[2]The inconsistency and instability of the home environment alters the many cognitive processes necessary for effective literacy acquisition.
Young people who are refugees experience trauma whether they were part of the immigration process or were born in the country (where they currently attend school) where the family settled. During this resettlement phase[4] many of the second-generation refugee child's problems come to light. The disruption in education and instability in the home, as a result of the family's journey, can lead to gaps in exposures to literacy in the home. Literacy experiences outside of school include parents reading with kids and borrowing or buying books for the home. Early-childhood literacy education includes explicit teaching of reading and writing skills, building phonological awareness, and academic vocabulary.[3] This affects children's phonemic awareness and exposure to academic vocabulary. [4] If the child was non-English speaking, then they are acquiring English as a new language. There already exists an achievement gap between native-English speakers in the United States, and students who are learning English as their second (or third or fourth) language.[4]
The resulting literacy issues from trauma, reflected in low reading scores, puts children with ACEs at-risk for grade retention. As students, they are almost twice as likely to leave high school without graduating.[5] While there are many years from when a young child starts Kindergarten and an adolescent enters high school, there is a link between week emergent literacy leading to eventually dropping out of high school.[5] It is crucial to intervene as early as possible.
Trauma- informed educators and clinicians can help remediate both young children and adolescents in school. With a knowledge and sensitivity of ACEs and their effects, proper and effective interventions can be implemented.[6] This can also begin to create a stable environment in which children can learn and create stable attachments.[3] Physical movement in the form of "brain energizers" can help regulate children's brains and alleviate stress when done 1-2 times during the school day. In this particular study, both behavior and literacy skills were assessed to see how effective the physical movement, or "brain energizers" were. Literacy scores for a classroom that used the brain energizers (which ranged from movement activities found online to other movement activities selected by the teacher and students), improved by 117% from beginning to end of year.[1] In a school setting, the person who has experienced trauma and the person who is in the moment with the person trying to talk or write about it can connect, even when language fails to adequately describe the depth and complexity of the emotions felt.[7] While there is an inherent discomfort in this, educators can embrace this discomfort and give children a space to express this, as best they can, in the classroom. Those who are able to develop more "resilience" might be able to function better in school, but this is dependent on the ratio of protective factors[2] compared to ACEs.
References[edit]
- ^ a b c d Buchanan, Rebecca; Davis, Lauren; Cury, Trisha (2021). "Putting research into "action": the impact of brain energizers on off-task behaviors and academic achievement". Networks: An Online Journal for Teacher Research. 23 (1) – via EBSCOhost.
- ^ a b c Goldstein, Ellen; Topitzes, James; Miller-Cribbs, Julie; Brown, Roger (2021). "Influence of race/ethnicity and income on the link between adverse childhood experiences and child flourishing". Pediatric Research. 89: 1861–1869 – via EBSCOhost.
- ^ a b c Snow, Pamela (2021). "Psychosocial adversity in early childhood and language and literacy skills in adolescence: the role of speech-language pathology in prevention, policy, and practice". Perspectives of the ASHA Special Interest Groups. 6: 253–261 – via EBSCOhost.
- ^ a b c Kupzyk, Sara; Banks, Brea; Chadwell, Mindy (2016). "Collaborating with refugee families to increase early literacy opportunities: a pilot investigation". Contemporary School Psychology. 20: 205–217 – via EBSCOhost.
- ^ a b Morrow, Anne; Villodas, Miguel (2018). "Direct and indirect pathways from adverse childhood experiences to high school dropout among high-risk adolescents". Journal of Research on Adolescence. 28 (2): 327–341 – via EBSCOhost.
- ^ Guerrero, A; Herman, A; Teutsch, C; Dudovitz, R (2022). "Improving knowledge and attitudes about child trauma among parents and staff in head start programs". Maternal and Child Health Journal: 1–10 – via EBSCOhost.
- ^ Dutro, Elizabeth (2013). "Towards a pedagogy of the incomprehensible: trauma and the imperative of critical witness in literacy classrooms". Pedagogies: An International Journal. 8 (4): 301–315 – via EBSCOhost.