Adverse Childhood Experiences (ACEs) are potentially traumatic events that occur during childhood, typically before the age of 18. These experiences can profoundly affect a child’s physical, emotional, and psychological development and may have long-term consequences on health, behavior, and life outcomes.
Categories of ACEs
Abuse
- Physical abuse
- Emotional abuse
- Sexual abuse Neglect
- Physical neglect
- Emotional neglect Household Challenges
- Substance abuse by a household member
- Mental illness in the household
- Parental separation or divorce
- Domestic violence
- Incarcerated household member
Short-Term Effects of ACEs on Young People
ACEs often cause immediate behavioral and emotional difficulties, including:
- Emotional distress:
Anxiety, depression, mood swings
- Behavioral issues:
Aggression, impulsivity, oppositional behavior
- Academic problems:
Poor performance, lack of focus, chronic absenteeism
- Health concerns:
Headaches, stomachaches, sleep disturbances
- Social challenges:
Difficulty forming relationships, withdrawal, mistrust
Long-Term Effects of ACEs
Without intervention, ACEs can have lasting consequences into adulthood:
- Mental health issues:
Depression, PTSD, suicidal thoughts
- Chronic physical health conditions: Heart disease, diabetes, cancer
- Substance use:
Increased risk of smoking, alcohol use, drug abuse
- Risky behaviors:
Early sexual activity, unsafe sex, delinquency
- Educational and career impact:
Lower academic achievement and lifetime earnings
- Cycle of trauma:
Greater likelihood of re-victimization or perpetrating violence
How Many ACEs Matter?
- One ACE may slightly increase risk.
- Four or more ACEs significantly increase the likelihood of serious mental and physical health problems.
How After-School Programs Use PBL to Address ACEs
After-school programs can play a powerful role in helping students understand, process, and reduce the effects of Adverse Childhood Experiences (ACEs). When these programs use Project-Based Learning (PBL)—especially projects designed to help others—they promote collaboration, empathy, and student empowerment.
Establishing a Safe and Supportive Environment Before students begin any projects, programs focus on:
- Building emotional safety and trust.
- Using trauma-informed practices to avoid retraumatization.
This creates a secure foundation for students to explore sensitive topics.
Introducing ACEs in an Age-Appropriate Way Students learn about:
- Stress and trauma
- Emotional regulation
- Healthy relationships
These topics are introduced through storytelling, art, and discussion—avoiding clinical or technical language.
Student-Driven, Empathy-Focused Project Planning
Students identify relevant issues in their lives or communities, such as:
- Bullying
- Family separation
- Food insecurity
- Mental health stigma
They then work in teams to create projects that:
- Raise awareness
- Provide resources
- Offer peer support
- Promote resilience (e.g., self-care kits, mental health campaigns, peer mentoring)
Implementing Projects that Help Others
Examples of student-led projects:
- Creating calming spaces for students with anxiety
- Producing videos on stress management and seeking help
- Organizing drives for food, hygiene products, or school supplies
- Leading workshops on kindness or emotional literacy
These efforts empower students to be changemakers—not just survivors of adversity.
Reflection and Personal Growth
After completing their projects, students reflect on:
- What they learned about others
- What they discovered about themselves
- How it felt to make a positive impact
This builds empathy, resilience, and self-awareness—protective factors against ACEs.
Creates a Sense of Belonging and Connection
- ACEs often involve isolation, neglect, or trauma that disrupt healthy attachments.
- Group learning builds peer relationships and trust, which help students feel seen, accepted, and valued.
- This sense of community can counteract the social withdrawal and mistrust that trauma may cause.
Supports Emotional Regulation and Social Skills
- In group settings, students model and practice healthy communication, cooperation, and conflict resolution.
- Facilitated interactions help children recognize and manage their emotions, a skill often underdeveloped in those with ACEs
Provides a Predictable and Supportive Environment
- Group learning offers structure and routine, which are critical for students affected by trauma.
- Safe, consistent interactions with peers and adults reduce anxiety and promote psychological safety.
Encourages Empathy and Perspective-Taking
- Collaborative learning tasks foster empathy, as students must consider the thoughts and feelings of others.
- Reflective discussions and shared problem-solving encourage mutual understanding and compassion, helping to reverse the emotional numbness that can result from trauma
Reinforces Agency and Voice
- Group learning, especially when student-led, empowers students to contribute ideas and make decisions, restoring a sense of control that trauma often strips away.
- Feeling heard and respected helps rebuild self-worth and confidence.
Promotes Positive Peer Modeling
- Students exposed to ACEs benefit from observing and engaging with peers who demonstrate healthy behaviors and coping strategies.
- These models can accelerate emotional growth and resilience in traumatized students.
Facilitates Trauma-Informed Instruction
- Educators in group learning settings can use trauma-informed practices (e.g., group agreements, restorative circles) to support emotional safety and repair harm through community-based approaches.
Impact of This Approach
- Reduces stigma around trauma and mental health
- Develops emotional intelligence and coping skills
- Strengthens peer relationships
- Encourages altruism and community engagement
By combining trauma-informed care with meaningful, student-led projects, after-school programs help young people heal, grow, and become empowered contributors to their communities.
Summary
Group learning combats the impact of ACEs by building relationships, promoting emotional safety, encouraging empathy, and developing essential life skills in a collaborative setting. It is a key component of trauma-informed education that helps students heal and thrive both academically and emotionally.