Abstract Adverse childhood experiences (ACEs) significantly impact academic performance, with lower grades, increased absenteeism, and higher suspension rates. This quantitative study investigates ACEs among 106 fourth-year nursing students at Federal University Otuoke, Bayelsa State. The study aimed to identify ACEs types, determine their influence on academic performance, and identify supportive interventions. Results show a high prevalence of ACEs, with verbal abuse (88%), physical abuse (16%), living with an alcoholic/drug-addicted family member (11%), and physical neglect (11%) being most common. ACEs profoundly impacted academic performance, reducing motivation and engagement (89%), focus (85%), and peer/teacher relationships (94%). Effective interventions included peer support groups (85%), counseling services (66%), tutoring/academic coaching (66%), and mindfulness practices (66%). This study supports existing research highlighting ACEs' detrimental effects on cognitive and emotional development (Houchens et al., 2020; Lee et al., 2022) and the importance of social support, mental health services, and academic accommodations. The findings underscore the need for targeted interventions to mitigate ACEs' effects on nursing students' academic performance. Implications suggest integrating trauma-informed care, supportive relationships, and community resources into nursing education. By addressing ACEs, educators can foster resilience and promote academic success. This study contributes to the growing body of research on ACEs among healthcare professionals, emphasizing the urgency of providing supportive environments for students with ACEs.
O. N. Ilochi (2026) studied this question.