Examining Adverse Childhood Experiences among Students Repeating the Ninth Grade: Implications for School Dropout Prevention

Although the impact of childhood trauma is profound, little is known about the extent to which students at high risk for school dropout also have experienced trauma. This descriptive study explored the extent to which students repeating the ninth grade experienced eight different types of trauma (for example, adverse childhood experiences [ACEs]), and then descriptively explored differences based on students’ gender, race, and socioeconomic status. The authors identified patterns related to the timing of ACEs and the occurrence of behaviors signaling student disengagement in school. Thirteen students participated in the study. Eight types of ACEs were assessed using a Life History Calendar. Eleven students experienced at least one type of ACE. Household incarceration and parental separation/divorce were the two types experienced the most. Some differences were noted in experiences of ACEs based on students’ demographic characteristics. Two patterns in the data also were identified in relationship to the timing of ACEs and school disengagement behaviors. First, all students who experienced an ACE also reported experiencing at least one of the four disengagement behaviors. For 10 students, these disengagement behaviors occurred concurrently or after the ACEs were experienced. Implications for school social work research and practice are offered.