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Cited by 10Child Abuse and TraumaHealth Policy Implementation ScienceSchool Health and Nursing Education

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Evaluation of an ACE-informed whole-school project development

Sparling, Elzbieta, Woods, Kevin, Ford, Anne·2022·Educational Psychology in Practice
DOI 10.1080/02667363.2021.2016373
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Abstract

Adverse Childhood Experiences (ACEs) are potentially traumatic life events experienced in childhood that can have negative and long-lasting effects throughout life. This qualitative exploratory study investigates the implementation of a novel programme aimed at supporting children experiencing adversity and trauma across primary schools in one local authority in England. Data were collected using semi-structured interviews with project team (PT) members and four head teachers and a focus group with the PT. Qualitative content analysis organised the findings into three themes: project ambition and strategy; experiences of implementation; and project review and learning. Findings were examined in relation to the 2019 Education Endowment Fund’s Implementation Process Diagram and provided a formative evaluation of project realisation. Alongside limitations of the study, implications for educational psychology practice in whole-school development are discussed.

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Crossref · 10.1080/02667363.2021.2016373

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  • Buy-in was particularly difficult with certain groups of staff, such as colleagues who may not teach or interact with children with disruptive behaviour or colleagues with many years of experience.

    “Buy‐in was particularly difficult with certain groups of staff, such as colleagues who may not teach or interact with children with disruptive behaviour or colleagues with many years of experience (e.g., Sparling et al. 2022).”

    From School‐Based Interventions for Reducing Disciplinary School Exclusion. An Updated Systematic Review (2025) · cites this paper as Sparling et al. 2022

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References 28 · Cited by 10

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Metadata

Authors
Sparling, E., Woods, K., & Ford, A.
Affiliations
University of Manchester (GB)
Corresponding author
Sparling, Elzbieta
ORCID
Venue
Educational Psychology in Practice
Publisher
Informa UK Limited
Published
2021-12-27
Volume
38
Issue
1
Pages
37-56
ISSN
  • 0266-7363 (ISSN-L)
  • 1469-5839
DOI
10.1080/02667363.2021.2016373
OpenAlex
W4200446745
Cited by
10
References
28
Citations by year
2026: 1 · 2025: 5 · 2024: 1 · 2023: 2 · 2022: 1
FWCI
0.68
Type
journal article
Language
en
Open access
closed
Locations
  • Educational Psychology in Practice (publishedVersion)
  • Research Explorer (The University of Manchester) (submittedVersion)
Funders
Department for Education (DfE) National College for Teaching and Learning (ITEP award 2018-2021)
Topics
  • Social Sciences › Psychology › Clinical Psychology › Child Abuse and Trauma
  • Health Sciences › Health Professions › General Health Professions › Health Policy Implementation Science
  • Health Sciences › Medicine › Public Health, Environmental and Occupational Health › School Health and Nursing Education
Keywords
adverse childhood experiences, whole school development, elementary school, trauma-informed practice, program implementation, formative assessment, educational psychology practice, school principals

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