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The Range and Impact of Adverse and Positive Childhood Experiences on Psychosocial Outcomes in Children with Intellectual Disabilities: A Scoping Review

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  • Jessica Vervoort-Schel

    (Koraal Center of Expertise, De Hondsberg, 5062 JT Oisterwijk, The Netherlands
    Research Institute, Department of Child Development and Education, University of Amsterdam, 1018 WS Amsterdam, The Netherlands
    Research Centre for Healthcare Innovation, Rotterdam University of Applied Sciences, 3015 EK Rotterdam, The Netherlands)

  • Gabriëlle Mercera

    (Koraal Center of Expertise, De Hondsberg, 5062 JT Oisterwijk, The Netherlands
    Department of Psychiatry and Neuropsychology, Maastricht University, 6229 ER Maastricht, The Netherlands)

  • Inge Wissink

    (Department of Clinical Child & Family Studies, Utrecht University, 3584 CS Utrecht, The Netherlands)

  • Janneke Staaks

    (University Library, University of Amsterdam, 1018 WB Amsterdam, The Netherlands)

  • Peer van der Helm

    (Research Institute, Department of Child Development and Education, University of Amsterdam, 1018 WS Amsterdam, The Netherlands)

  • Ramón Lindauer

    (Department Child and Adolescent Psychiatry, Amsterdam UMC, 1105 AZ Amsterdam, The Netherlands
    Academic Centre for Child and Adolescent Psychiatry, Levvel, 1076 EC Amsterdam, The Netherlands)

  • Xavier Moonen

    (Research Institute, Department of Child Development and Education, University of Amsterdam, 1018 WS Amsterdam, The Netherlands)

Abstract

Children with intellectual disabilities experience unique developmental, social, and environmental challenges that intersect with adverse childhood experiences (ACEs) and positive childhood experiences (PCEs), shaping their psychosocial outcomes. While prior research has mainly examined single adversities or protective elements, the frameworks of ACEs and PCEs provide a broader understanding of their cumulative and interactive effects. However, these constructs remain underexplored in children with intellectual disabilities. This scoping review maps the range, conceptualization, and impact of ACEs, PCEs, and related concepts on psychosocial outcomes. Following the Joanna Briggs Institute (JBI) methodology, a search of PsycInfo, MEDLINE, CINAHL, Web of Science, and Google Scholar identified studies until October 2024. Two reviewers screened and extracted data using standardized criteria. Findings reveal variability in how ACEs and PCEs are defined and measured. ACE exposure, particularly the cumulative impact of multiple ACEs (polyvictimization), links to adverse psychosocial outcomes, including emotional (e.g., anxiety, depression, Post-Traumatic Stress Disorder), behavioral (e.g., aggression, conduct problems), and developmental (e.g., social and adaptive skill deficits) difficulties. PCEs—such as positive parent–child relationships, teacher–student support, and peer acceptance—mitigate risks, though impact varies by context. Intellectual disabilities severity and socioeconomic adversity shape associations. Further research is needed to inform the adaptation of ACE–PCE frameworks for children with intellectual disabilities.

Suggested Citation

  • Jessica Vervoort-Schel & Gabriëlle Mercera & Inge Wissink & Janneke Staaks & Peer van der Helm & Ramón Lindauer & Xavier Moonen, 2025. "The Range and Impact of Adverse and Positive Childhood Experiences on Psychosocial Outcomes in Children with Intellectual Disabilities: A Scoping Review," Disabilities, MDPI, vol. 5(2), pages 1-35, June.
    • Handle: RePEc:gam:jdisab:v:5:y:2025:i:2:p:55-:d:1674565
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    References listed on IDEAS

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    1. Jessica Vervoort-Schel & Gabriëlle Mercera & Inge Wissink & Emmelie Mink & Peer Van der Helm & Ramón Lindauer & Xavier Moonen, 2018. "Adverse Childhood Experiences in Children with Intellectual Disabilities: An Exploratory Case-File Study in Dutch Residential Care," IJERPH, MDPI, vol. 15(10), pages 1-21, September.
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