Supporting Pupils with Adverse Childhood Experiences (ACEs)

What are adverse childhood experiences?

Adverse childhood experiences are potentially traumatic events that occur during childhood. These can include abuse, neglect, domestic abuse, parental mental health difficulties, substance misuse within the family, parental separation or having a caregiver in prison. Our understanding of adversity has also expanded to include experiences such as bullying, discrimination, bereavement, housing instability and community violence. It is important to remember that adversity affects every child differently. Two children may experience similar circumstances but have very different outcomes depending on the support available to them, the relationships around them and the protective factors in their lives.

How can trauma affect learning and behaviour?

Research shows that prolonged exposure to stress and adversity can influence how a child's brain develops. When children experience ongoing uncertainty or fear, their brains can become more focused on detecting threats and staying safe. As a result, they may develop a heightened stress response, making it harder to remain calm, regulated and ready to learn. This can affect skills that are essential for learning, including attention, memory, organisation, impulse control and emotional regulation. Pupils who have experienced trauma may appear distracted, forgetful, withdrawn or reactive, but these behaviours are often signs of an overwhelmed nervous system rather than a lack of motivation or effort. A trauma-informed approach encourages us to look beyond behaviour and consider what a child may be communicating. Instead of asking, "What's wrong with this child?", we can ask, "What has happened to this child, and what support do they need?"

The role of protective factors

Although ACEs can increase vulnerability to challenges later in life, they do not determine a child's future. Positive experiences and supportive relationships can play a powerful role in building resilience and reducing the impact of adversity. Protective factors include trusted relationships with adults, positive experiences in school, emotional support, opportunities for success and a strong sense of belonging. The more protective factors a child has, the greater their ability to cope with challenges and recover from difficult experiences. For schools, this means creating environments where children feel safe, valued and understood.

Creating a trauma-informed classroom

Children who have experienced trauma often benefit from consistency, predictability and strong relationships. Clear routines, calm environments and supportive adult responses can help reduce anxiety and create a greater sense of safety throughout the school day.

Relationships are at the heart of effective support. Trusted adults can help children develop confidence, trust and emotional resilience, while a strong sense of belonging encourages engagement, participation and positive peer relationships. Emotional regulation is another key area of support. Children learn to regulate their emotions through co-regulation with supportive adults, and for those who have experienced trauma, this process may take longer. Modelling calm behaviour, teaching emotional literacy and providing opportunities for regulation can all support this development. Importantly, regulation should come before correction. When a child is overwhelmed or distressed, they are unlikely to process instructions, consequences or reasoning effectively. Supporting them to feel calm and safe first creates the foundations for reflection and learning.

Practical strategies to support pupils

Trauma can affect executive functioning skills such as planning, organisation, working memory and self-control. As a result, some pupils may struggle to follow instructions, manage transitions or retain information. Simple classroom adjustments can make a significant difference. Breaking tasks into smaller steps, providing visual supports, reducing memory demands and preparing pupils for changes to routines can help create more accessible learning experiences. It is also important to consider sensory needs. Some children who have experienced ongoing stress may become more sensitive to noise, light, touch or movement, while others may seek additional sensory input. Small environmental adaptations, such as access to quieter spaces, sensory breaks or reduced distractions, can have a positive impact on engagement and regulation.

Relationships remain the key

When pupils become dysregulated, the focus should be on understanding what is happening, supporting them to regulate and then helping them reflect and repair relationships. Over time, these positive experiences can help children develop resilience, strengthen emotional regulation skills and build confidence. Relationships remain one of the most powerful protective factors for children who have experienced adversity. Consistent, trusting adults can provide the safety, stability and support that children need to learn, develop and thrive. While trauma can present significant challenges, it does not define a child's future. With the right support, schools can play a vital role in helping children overcome barriers, build resilience and achieve positive outcomes both in education and beyond.

In this webinar, Dr Ruth Kitchen, Psychologist from our Group, shares practical advice and strategies to support pupils with Adverse Childhood Experiences.