Date of Award
12-13-2025
Document Type
Thesis
Degree Name
Master of Arts in Education
Department
Education
Program
Educational Leadership
Capstone Instructor
Dr. Brian Boothe
Second Reader
Theresa Starkman
Keywords
academic achievement, adverse childhood experiences, trauma, and chronic absenteeism.
Abstract
The paper examines the impact of adverse childhood experiences (ACEs) on student success. Through the literature review, three themes emerge: the first is the impact of ACEs on learning, the second is the usage of trauma-informed practices, and the third is how resilience plays a role in student success. Awareness regarding how ACEs impact students and academics, changes can be made to prioritize the student and their success in schools. The review incorporates statistics from studies primarily conducted in the United States, supplemented by a few international studies that support the research findings. Nearly half of the students in the United States reported experiencing at least one ACE. The most common ACEs found among students were abuse, poor living conditions, and neglect. The data highlights how involved leadership can provide the support and attention this issue needs to see impactful changes across all areas in the school. This paper advocates for addressing ACEs early on, additional supports and resources for staff, and the importance of instilling resilience in students to overcome these adversities. The recommendations for future research include more focus on the middle school age group, the outcomes of implementing trauma-informed practices, and, lastly, the effects of ACEs on other demographics.