The Relationship Between Adverse Childhood Experiences, Mental Health, and School Outcomes in Adolescents

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.