Adverse childhood experiences (ACEs) are associated with disparate health and educational outcomes. The objective of this systematic review and meta-analysis is to determine the relationship between ACEs and academic performance among U.S. children and adolescents. A total of 20 articles were included for a descriptive synthesis and 11 articles…

This article is dedicated to find out the impact of social changes and their crisis manifestations on the dynamics of family relations, which is manifested in situations of child-parent interaction in the learning process, as well as to analyze the impact of social changes on manifestations of violence against children. A comparative analysis of…

The purpose of this study was to systematically review the literature on the prevalence of adverse childhood experiences (ACEs) in school-aged youth (i.e., [less than or equal to] 18 years). Inclusion and exclusion search criteria led to the identification of 96 articles published during a 25-year period. Articles containing international samples…

Witnessing violence can negatively affect students' outcomes, but their friendships may mitigate those effects. This study investigated the extent to which seeing someone shot in the last year related to seven school-related outcomes. Additionally, it examined the extent to which prosocial and deviant friends moderate these relationships. This…

This article introduces Stein, Tolman, Porche, and Spencer's concept of gender safety in schools (GSS) as a useful framework for providing a gendered analysis of safety and equality at the school level within the global context of the Sustainable Development Goal (SDG) 4 goal of equitable, inclusive and quality education for all. This article…

This paper reports a small-scale, mixed methods research project exploring the perceptions and experiences of primary school teachers regarding domestic abuse. The paper focuses on the psychoanalytic concepts of containment and denial present in such situations. Questionnaire findings suggested that there was a significant difference between…

Certain at-risk behavior patterns are often associated with traumatic childhood experiences. With the role of schools evolving to shape children's developmental needs in today's world, educators across the globe bear an increasingly greater responsibility to identify and address these symptoms associated with childhood trauma. Given the…

This study examined parent perspectives on bullying, parent/child concordance about bullying involvement, and family characteristics associated with bullying perpetration and peer victimization. Participants were 205 fifth-grade students and their parents. Students attended an urban, ethnically diverse school district in the Northeast. Youth…

Four years ago, the author assumed the job of Director of Education for a school serving elementary children who had been traumatized by homelessness and associated problems, such as family, domestic, or community violence. The paper relates the struggle of her staff to create a healing school out of a chaotic program that lacked both an effective…

This study examined the relationship between children's experiences of domestic violence and their adjustment at school. Sixty-three children (28 girls), in Israel, their classmates and teachers took part in the study. Children were divided into four groups: (1) those who were victims of physical abuse; (2) those who witnessed abuse; (3) those who…

Elementary school teachers must clearly understand that many children of domestic violence abuse are struggling with abuse issues at home along with literacy learning at school. This article will demonstrate how a child from an adverse home environment may face additional literacy challenges in school. This article will also provide specific…

The intention of this article is to illuminate the developmental coping experiences of children of domestic violence abuse whether observed and/or experienced, and the impact upon school discourse at the elementary school level. It is aimed at providing school professionals with insights into their roles and responsibilities in the area of…

As part of a longitudinal study of children's social development, this study explored preschool home environments of elementary school children who were persistently bullied and victimized by their peers. Subjects included approximately 200 children randomly sampled from predominantly lower and middle socioeconomic populations. One-fourth of the…

The STOP Abusive Behavior Syndrome (STOP ABS) Project attempts to implement a community-based discipline model for inner-city elementary schools that avoids both physical and emotional abuse by teachers and students, while contributing to the students' overall development. Prevailing disciplinary models either relate to children as objects to be…

"Camden Kids Count 2004" provides a snapshot of child well-being in one of New Jersey's most impoverished cities, in the hopes of helping both city and state policymakers make use of limited resources to help New Jersey's neediest children. Here are some major findings documented in this report: (1) Thirty-five percent of Camden's…