DISRUPTING THE CYCLE OF ACES: EXAMINING TEACHERS’ EXPERIENCES WITH SUPPORTING STUDENTS

Abstract

Negative impacts to mental health and wellbeing that stem from exposure to adverse childhood experiences (ACEs) can contribute to high risk behaviours and health issues through a person’s lifetime. Interventions are necessary to support children and adolescents who are affected by these adversities to mitigate negative consequences and reduce occurrences. Schools are increasingly relied on to provide a multitude of social-emotional supports and services, with teachers holding a significant portion of these responsibilities. This study used interpretative phenomenological analysis (IPA) to explore the lived experiences of teachers who have supported students impacted by ACEs. A homogenous sample of six participants were recruited and individually interviewed. Individual and cross-case analyses of the data revealed six superordinate themes: Intrinsic Motivation, Work Conditions, Collaborative Supports, Systemic Factors, Establishing Relationships, and Conundrums. Connections of these findings to existing literature, study strengths and limitations, and considerations for future practice and policy are also discussed.