Date of Award
11-14-2024
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Timberly Baker
Second Advisor
Ella Benson
Committee Members
Alicia Shaw
Call Number
ISBN 9798342763424
Abstract
Adverse childhood experiences (ACEs) are prevalent among all demographic characteristics, however, higher rates of adversities occur in vulnerable populations such as females, children, young adults, minorities, and multiracial individuals. This exploratory qualitative study aimed (a) to investigate the impact adverse childhood experiences have on diagnoses such as ADHD, ED, or ODD and (b) to explore the effects of ACEs on elementary school-aged children. The frameworks guiding this study were Bronfenbrenner’s Bioecological Human Development, which focuses on environmental factors, and Maslow’s Hierarchy of Needs, which concentrates on the required satisfaction of needs. Fifteen parents of 5 to 10-year-old children in a public elementary school participated in a semi-structured interview about their child's experiences with one or more of the disorders. The analysis revealed that each of the 15 children had exposure to at least two ACEs, 13 of the 15 had an IEP, and each child’s characteristics overlapped with symptoms of behavioral or emotional disorders. The results indicate that children exposed to ACEs may be at a higher risk of a diagnosis of one or more behavioral or emotional disorders, including ADHD, ED, or ODD. Keywords: adverse childhood experiences, attention-deficit/hyperactivity disorder, emotional disturbance disorder, oppositional defiant disorder
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Wallace, Marsha, "Impact Of Adverse Childhood Experiences on Academic, Behavioral, And Emotional, Success of Elementary School Children" (2024). Student Theses and Dissertations. 38.
https://arch.astate.edu/all-etd/38
