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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 0009-0007-1467-4857), Katherine Ross (ORCID 0000-0002-6534-9874), Nancy L. Deutsch (ORCID 0000-0001-6021-8747)
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
FullText Text:
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  Data: From Home to Hallways: How Adverse Childhood Experiences and School Context Shape Student Relationship Development
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  Data: <searchLink fieldCode="AR" term="%22Dana+M%2E+Sox%22">Dana M. Sox</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-1467-4857">0009-0007-1467-4857</externalLink>)<br /><searchLink fieldCode="AR" term="%22Katherine+Ross%22">Katherine Ross</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6534-9874">0000-0002-6534-9874</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nancy+L%2E+Deutsch%22">Nancy L. Deutsch</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6021-8747">0000-0001-6021-8747</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+School+Health%22"><i>Journal of School Health</i></searchLink>. 2026 96(6).
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  Data: 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
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  Data: 10
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Early+Experience%22">Early Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+Health%22">Mental Health</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Schools%22">Rural Schools</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Development%22">Student Development</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Intergroup+Relations%22">Intergroup Relations</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Child+Relationship%22">Parent Child Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Trauma+Informed+Approach%22">Trauma Informed Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink>
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  Data: 10.1111/josh.70155
– Name: ISSN
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  Data: 0022-4391<br />1746-1561
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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        Value: 10.1111/josh.70155
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      – Text: English
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      – SubjectFull: Early Experience
        Type: general
      – SubjectFull: Mental Health
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      – SubjectFull: Rural Schools
        Type: general
      – SubjectFull: High School Students
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      – SubjectFull: Student Development
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      – SubjectFull: Scores
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      – SubjectFull: Intergroup Relations
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      – SubjectFull: Parent Child Relationship
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Trauma Informed Approach
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      – SubjectFull: Faculty Development
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      – TitleFull: From Home to Hallways: How Adverse Childhood Experiences and School Context Shape Student Relationship Development
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