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Adverse childhood experiences among early care and education teachers: Prevalence and associations with observed quality of classroom social and emotional climate

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  • Hubel, G.S.
  • Davies, F.
  • Goodrum, N.M.
  • Schmarder, K.M.
  • Schnake, K.
  • Moreland, A.D.

Abstract

This study examines the prevalence of self-reported adverse childhood experiences (ACEs) among a sample of 349 early care and education teachers. Seventy-three percent of the sample reported experiencing at least one ACE and 22% reported experiencing 4 or more ACEs. Live observational assessments of the quality of the social and emotional climate in teacher’s classrooms were conducted for a subsample of 58 teachers. Within this subsample, reporting a higher number of ACEs was associated with facilitating a lower quality social and emotional classroom climate. Individual ACEs were also examined. Teachers who reported experiencing incarceration of a family member, physical abuse, or emotional abuse were observed to facilitate a lower quality social and emotional classroom climate. This study provides preliminary insight into the prevalence of ACEs among members of the early care and education workforce. Further, it extends previous work examining the multi-generational impacts of ACEs within families by showing that ACEs may influence the care that is provided to children in childcare settings.

Suggested Citation

  • Hubel, G.S. & Davies, F. & Goodrum, N.M. & Schmarder, K.M. & Schnake, K. & Moreland, A.D., 2020. "Adverse childhood experiences among early care and education teachers: Prevalence and associations with observed quality of classroom social and emotional climate," Children and Youth Services Review, Elsevier, vol. 111(C).
    • Handle: RePEc:eee:cysrev:v:111:y:2020:i:c:s0190740919313933
    DOI: 10.1016/j.childyouth.2020.104877
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    References listed on IDEAS

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    1. Borja, Sharon & Nurius, Paula S. & Song, Chiho & Lengua, Liliana J., 2019. "Adverse childhood experiences to adult adversity trends among parents: Socioeconomic, health, and developmental implications," Children and Youth Services Review, Elsevier, vol. 100(C), pages 258-266.
    2. Metzler, Marilyn & Merrick, Melissa T. & Klevens, Joanne & Ports, Katie A. & Ford, Derek C., 2017. "Adverse childhood experiences and life opportunities: Shifting the narrative," Children and Youth Services Review, Elsevier, vol. 72(C), pages 141-149.
    3. Stepleton, Kate & Bosk, Emily Adlin & Duron, Jacquelynn F. & Greenfield, Brett & Ocasio, Kerrie & MacKenzie, Michael J., 2018. "Exploring associations between maternal adverse childhood experiences and child behavior," Children and Youth Services Review, Elsevier, vol. 95(C), pages 80-87.
    4. Hiles Howard, Amanda R. & Parris, Sheri & Hall, Jordan S. & Call, Casey D. & Razuri, Erin Becker & Purvis, Karyn B. & Cross, David R., 2015. "An examination of the relationships between professional quality of life, adverse childhood experiences, resilience, and work environment in a sample of human service providers," Children and Youth Services Review, Elsevier, vol. 57(C), pages 141-148.
    5. Mortensen, Jennifer A. & Barnett, Melissa A., 2016. "The role of child care in supporting the emotion regulatory needs of maltreated infants and toddlers," Children and Youth Services Review, Elsevier, vol. 64(C), pages 73-81.
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    Cited by:

    1. Loomis, Alysse M. & Curby, Timothy W. & Zinsser, Katherine M., 2023. "Beyond the behavior: Teachers’ trauma-informed attitudes relate to lower expulsion risk among uninhibited preschoolers," Children and Youth Services Review, Elsevier, vol. 145(C).
    2. Melanie McKoin Owens & Alexis Zickafoose & Gary Wingenbach & Sana Haddad & Jamie Freeny & Josephine Engels, 2022. "Selected Texan K-12 Educators’ Perceptions of Youth Suicide Prevention Training," IJERPH, MDPI, vol. 19(19), pages 1-12, October.

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