From Home to Hallways: How Adverse Childhood Experiences and School Context Shape Student Relationship Development
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| Title: | From Home to Hallways: How Adverse Childhood Experiences and School Context Shape Student Relationship Development |
|---|---|
| Language: | English |
| Authors: | Dana M. Sox (ORCID |
| Source: | Journal of School Health. 2026 96(6). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305B200005 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Early Experience, Mental Health, Rural Schools, High School Students, Student Development, Scores, Intergroup Relations, Parent Child Relationship, Teacher Student Relationship, Trauma Informed Approach, Faculty Development |
| DOI: | 10.1111/josh.70155 |
| ISSN: | 0022-4391 1746-1561 |
| Abstract: | Background: Schools are critical settings for supporting student mental health; research is needed to identify key levers for addressing the impact of Adverse Childhood Experiences (ACEs) on students' relationships. Methods: Drawing on survey data from rural high school students (N = 2902), we examine the associations between ACEs scores and multiple developmental relationships (parenting adults, teachers, peers, neighbors, program leaders). School-level engagement and support, and teacher relationships were also examined as potential protective factors. Results: Higher ACEs scores were associated with weaker developmental relationships across all groups. However, positive relationships with teachers and supportive school engagement and support slightly moderated the negative influence of ACEs on youths' relationships with parenting adults. Implications for School Health Policy, Practice, and Equity: District and school leaders should support educators in building strong relationships with students by protecting their capacity, providing trauma-informed professional development, and ensuring access to mental health services for students and staff. Conclusions: Building strong relationships with teachers and fostering a supportive and engaging school environment can be key strategies for buffering the risks associated with adversity and ultimately supporting young people's development of strong, healthy relationships. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Accession Number: | EJ1507914 |
| Database: | ERIC |
| Abstract: | Background: Schools are critical settings for supporting student mental health; research is needed to identify key levers for addressing the impact of Adverse Childhood Experiences (ACEs) on students' relationships. Methods: Drawing on survey data from rural high school students (N = 2902), we examine the associations between ACEs scores and multiple developmental relationships (parenting adults, teachers, peers, neighbors, program leaders). School-level engagement and support, and teacher relationships were also examined as potential protective factors. Results: Higher ACEs scores were associated with weaker developmental relationships across all groups. However, positive relationships with teachers and supportive school engagement and support slightly moderated the negative influence of ACEs on youths' relationships with parenting adults. Implications for School Health Policy, Practice, and Equity: District and school leaders should support educators in building strong relationships with students by protecting their capacity, providing trauma-informed professional development, and ensuring access to mental health services for students and staff. Conclusions: Building strong relationships with teachers and fostering a supportive and engaging school environment can be key strategies for buffering the risks associated with adversity and ultimately supporting young people's development of strong, healthy relationships. |
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| ISSN: | 0022-4391 1746-1561 |
| DOI: | 10.1111/josh.70155 |
