Alerting Educators to Adverse Childhood Experiences in Students with Disabilities

Presenter Information

Evonn Welton, The University of AkronFollow
Shernavaz Vakil, Weber State UniversityFollow
Lynn Kline, The University of AkronFollow

Abstract

The well-being of children is of paramount concern to families and society. As improvements in public health and education have advanced, the impact of traumatic or adverse childhood experiences is now recognized as a serious issue. Because of the potential for short-term and long-term effects on learning, behavior, and physical health, efforts to address trauma and adversity now include educational approaches that are trauma-informed and team-based. Specifically, The National Child Traumatic Stress Network (n.d.) identifies partnerships among students, families, and the community as among the essential elements of a trauma-informed school district.

Recommended Citation

Welton, Evonn; Vakil, Shernavaz; and Kline, Lynn (2022) "Alerting Educators to Adverse Childhood Experiences in Students with Disabilities," Ohio Journal of Teacher Education: Vol. 36: No. 2, Article 4.
Available at: https://www.exhibit.xavier.edu/ojte/vol36/iss2/4