Adverse childhood experiences among early care and education teachers: Prevalence and associations with observed quality of classroom social and emotional climate
Open accessAbstract
This study examines the prevalence of self-reported adverse childhood experiences (ACEs) among a sample of 349 early care and education teachers. Seventy-three percent of the sample reported experiencing at least one ACE and 22% reported experiencing 4 or more ACEs. Live observational assessments of the quality of the social and emotional climate in teacher's classrooms were conducted for a subsample of 58 teachers. Within this subsample, reporting a higher number of ACEs was associated with facilitating a lower quality social and emotional classroom climate. Individual ACEs were also examined. Teachers who reported experiencing incarceration of a family member, physical abuse, or emotional abuse were observed to facilitate a lower quality social and emotional classroom climate. This study provides preliminary insight into the prevalence of ACEs among members of the early care and education workforce. Further, it extends previous work examining the multi-generational impacts of ACEs within families by showing that ACEs may influence the care that is provided to children in childcare settings.
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Early childhood educators and others employed in positions working directly with children and families report higher levels of adverse childhood experiences in comparison to the general population.
“While research on trauma experienced by early childhood educators is limited, some studies have found early childhood educators, and others employed in positions working directly with children and families, report higher levels of adverse childhood experiences in comparison to the general population (Grist & Caudle, 2021; Hubel et al., 2020; Whitaker et al., 2014).”
From Trauma-Informed Research-Practice Partnership Building to Support Early Childhood Educators in an Appalachian Community (2023) · cites this paper as Hubel et al., 2020
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
No citation lists for this paper
No citation lists for this paper yet — checked again daily.
References 102 · Cited by 48
Research works printed but not linked: 5
- Raudenbush SW, & Bryk AS (2002). Hierarchical linear models: Applications and data analysis methods, Vol. 1 Sage.
- Shonkoff JP (2017). Breakthrough impacts: What science tells us about supporting early childhood development. Young Children, 72(2), 8– 16.
- Shonkoff JP (2014). A healthy start before and after birth: Applying the biology of adversity to build the capabilities of caregivers In McCartney K, Yoshikawa H, & Forcier LB (Eds.), Improving the odds for America’s children (pp. 28– 39).
- Spilt JL, Koomen HM, & Thijs JT (2011). Teacher wellbeing: The importance of teacher–student relationships. Educational Psychology Review, 23(4), 457– 477.
- Zaslow M, Tout K, Halle T, Whittaker JV, & Lavelle B (2010). Toward the identification of features of effective professional development for early childhood educators. Literature review. Office of Planning, Evaluation and Policy Development, US Department of Education
- Authors
- Hubel, G. S., Davies, F., Goodrum, N. M., Schmarder, K. M., Schnake, K., & Moreland, A. D.
- Affiliations
- College of Charleston (US)
- Medical University of South Carolina (US)
- Corresponding author
- Hubel, G.S.
- Venue
- Children and Youth Services Review
- Publisher
- Elsevier BV
- Published
- 2020-04
- Volume
- 111
- Pages
- 104877
- ISSN
- 0190-7409 (ISSN-L)
- PMC
- PMC7480931
- OpenAlex
- W3007385730
- Cited by
- 48
- References
- 102
- Citations by year
- 2026: 4 · 2025: 9 · 2024: 8 · 2023: 10 · 2022: 10 · 2021: 5 · 2020: 2
- FWCI
- 2.70
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Children and Youth Services Review (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- Funders
- W.K. Kellogg Foundation
- Topics
- Social Sciences › Psychology › Clinical Psychology › Child Abuse and Trauma
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Safety Research › Child Welfare and Adoption
- Keywords
- adverse childhood experiences, childcare workforce, family incarceration, physical abuse, emotional abuse, teacher well-being
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
