ACEs are strongly associated with developmental outcomes, including educational achievement.
Given this gap, early intervention programs for mental health should prioritize the integration of targeted interventions designed to support young people at high risk in their educational and vocational recovery.
ACEs vs Secure Attachment and Brain Developmental Resilience and Outcomes
Example of good practice: A teacher noticed that one of her students, who was previously very active and engaged in class, suddenly began showing signs of anxiety, avoiding participation in lessons, and his academic performance started to decline. After discussing with the student and his parents, she discovered that the boy had recently gone through a traumatic experience in the family. The teacher, therefore, collaborated with the school psychologist to implement an individual support plan, which included regular consultations, adaptation of teaching materials, and involvement of the boy in school activities that boosted his confidence, social skills, and resilience, with the option of individual sessions with the psychologist. Thanks to this timely intervention, the boy gradually re-engaged in class, and his academic performance began to improve. Due to the teacher’s awareness of ACE and its impact on academic outcomes and behavior, the timely support for the boy was successfully provided.