A new study by Public Health Wales and Bangor University, published in the journal BMC Public Health, has found that adverse childhood experiences (ACEs) and negative school experiences increase the risk of poorer mental health and wellbeing into adulthood. The findings underscore the need for trauma-informed approaches in schools to support children experiencing adversity at home.

The study, which analysed responses from a national sample of adults in Wales, revealed that individuals who had experienced ACEs (e.g., child maltreatment, parental substance use) or negative school experiences (e.g., being bullied or having a lower sense of school belonging) were more likely to experience poor mental health, including low mental wellbeing and both current and lifetime mental illness. The research also highlighted the cumulative effect of ACEs and negative school experiences in exacerbating health risks.

According to the study, only 6 percent of individuals with no ACEs reported both being bullied and having a lower sense of school belonging, compared to 51 percent of those who had experienced four or more ACEs. This suggests that children who experience adversity at home are also more vulnerable to further adversity in school.

School systems play a vital role in the development of children’s social and emotional skills and can serve as safe and supportive environments for those facing difficulties at home. However, ACEs can be linked to lower school engagement, increased absenteeism, and a greater risk of exclusion due to behavioural challenges. Children affected by ACEs may struggle with foundational academic and social skills, which can impact their ability to learn and form positive relationships with peers and teachers.

Encouragingly, the study also suggested that positive school experiences can help mitigate the negative effects of ACEs. Among adults who reported experiencing four or more ACEs in childhood, the adjusted proportion reporting current mental illness dropped from 44 percent among those who had been bullied and had a low sense of school belonging to 19 percent among those with more positive school experiences. This highlights the protective role that schools can play in fostering resilience among children who experience adversity.

In Wales, efforts to support children with ACEs have included training staff in schools and other educational institutions to better understand and address the impact of childhood adversity. Additionally, initiatives promoting collaboration between schools and other agencies aim to ensure continued support for children and families. The ACE Hub Wales Trauma and ACE-Informed Organisational Toolkit has been implemented across educational institutions in Wales, as well as in a range of public and third-sector services.