RESEARCH ARTICLE
The Relationship Between Adverse Childhood Experiences, Mental Health, and School Outcomes in Adolescents
Gabrielle K. Denicola,
Aaron A. Gubi, Isaac J. Wert, Keri Giordano, Adrienne Garro,
Corresponding Author
Gabrielle K. Denicola
Kean University, Union, New Jersey USA
Correspondence: Gabrielle K. Denicola ([email protected])
Search for more papers by this authorGabrielle K. Denicola,
Aaron A. Gubi, Isaac J. Wert, Keri Giordano, Adrienne Garro,
Corresponding Author
Gabrielle K. Denicola
Kean University, Union, New Jersey USA
Correspondence: Gabrielle K. Denicola ([email protected])
Search for more papers by this authorFirst published: 02 April 2025
ABSTRACT
Research suggests that adverse childhood experiences (ACEs) profoundly affect multiple aspects of childhood development. The present study endeavors to elucidate the impact of ACEs on critical school-related outcomes within the areas of internalizing and externalizing behaviors, academics, and school disciplinary measures. Utilizing a retrospective analysis of a community health database, our investigation sought to discern potential variations in ACE prevalence and their associated effects on mental health and academic outcomes among an adolescent demographic. We posited two primary hypotheses: Firstly, that ACEs, mental health indicators, and educational outcomes would exhibit variance across at-risk demographics; Secondly, that a dose–response relationship would manifest between the number of ACEs experienced and the outcomes examined. Lastly, we hypothesized that internalizing and externalizing issues would serve as mediators in the relationship between ACE exposure and academic achievement, special education placement, and disciplinary actions within education settings. Our findings delineate the demographic characteristics of participants with ACE histories. Those with two or more ACEs were more inclined to report clinically significant internalizing and externalizing symptoms alongside a higher incidence of school suspensions. Notably, externalizing problems emerged as a significant mediator in the relationship between ACE exposure and academic performance, as well as suspension occurrences.
Summary
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Adverse childhood experiences (ACEs) are significantly linked to behavioral challenges in adolescents, with externalizing problems emerging as key mediators of poor academic performance and increased school suspensions.
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Students with two or more ACEs are at a heightened risk of experiencing both internalizing and externalizing behaviors, which in turn negatively impact their school engagement and disciplinary outcomes.
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Trauma-informed approaches in schools, including behavioral interventions and restorative disciplinary practices, are essential to mitigating the negative impact of ACEs on academic and social-emotional outcomes.
Conflicts of Interest
The authors declare no conflicts of interest.
Open Research
Data Availability Statement
The authors have nothing to report.
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