Abstract
Though there is extensive research on the health outcomes of individuals who have experienced adverse childhood experiences (ACEs), society at large has not embraced this ground-breaking research and many still believe that the use of harsh punishment for students provides the same intended result as a discipline approach that teaches coping skills and the management of emotions. These traumatic experiences can result in toxic stress and create long term effects on children’s social-emotional and cognitive development that impair academic performance. This commentary will discuss trauma-informed educational practices have been developed to aid in recovery in the school environment.
Recommended Citation
McGruder, Kate
(2019)
"Children Learn What They Live: Addressing Early Childhood Trauma Resulting in Toxic Stress in Schools,"
Mid-Western Educational Researcher: Vol. 31:
Iss.
1, Article 8.
Available at:
https://scholarworks.bgsu.edu/mwer/vol31/iss1/8
