This article was written by Dr. Willie Mae Lewis.
As children return to school this year, teachers and families will face more than just academic challenges.
Increasingly, they must also navigate the emotional and behavioral aftermath of Adverse Childhood Experiences (ACEs)events that can quietly shape a child’s ability to learn, build healthy relationships and succeed in school and life.
With government benefits shrinking as I am speaking for many underserved families, the stress on households intensifies. Economic insecurity, housing instability, and emotional trauma often go unseen but leave deep marks on children’s development. The return to school can either open wounds or become a space for healing.
What are Adverse Childhood Experiences (ACE)?
Adverse Childhood Experiences speak to the stressful or traumatic events that occur during childhood, particularly during the period when the child is not able to verbalize or express the situation, feelings or change the situation. The original ACEs study by the Centers for Disease Control (CDC) and Kaiser identified 10 core experiences. These include:
- Physical, emotional or sexual abuse
- Physical or emotional neglect
- Household dysfunction (e.g., substance abuse, mental illness, incarceration, domestic violence or parental separation)
Children who have experienced multiple ACEs are more likely to face learning difficulties, aggression, withdrawal, depression, anxiety or difficulty connecting with others.
The impact or experiences are not left at the school door. They are seen as having difficulty concentrating. emotional outbursts or shutdowns, bullying or being bullied, difficulties relating to peers and teachers. We most often label these behaviors as “bad” without asking, “What happened to you?”
Children often lack the words or confidence to express their feelings. Over the years, I’ve found that giving children nonverbal tools—such as a small card with an eye drawn on it—lets them say, “I need your attention,” without embarrassment. It’s a quiet call for connection and safety, not punishment.
Many anger management programs, bullying prevention efforts and domestic violence interventions in schools and communities are addressing the symptoms, but most often not always the roots of early trauma.
When we look just a little deeper, we see that behaviors often blamed on attitude or character are survival responses to pain and chaos. A child exposed to constant yelling or threats may react to authority with defiance or fear. Without healing, these behaviors follow them into adulthood.
Cultural resilience
The often untold story is cultural resilience. One of the most overlooked aspects of trauma is cultural resilience—the inner strength drawn from heritage, language, values and family traditions. In many underserved communities, despite deep trauma, there’s also deep strength.
Cultural wisdom, storytelling, shared rituals and faith-based values provide emotional anchors. It’s important for educators and systems not just to recognize trauma, but to honor the resilience that lives within these communities.
Empowering techniques
Parents and teachers can learn to use words, facial expressions and activities to build trust and safety first by establishing routines and calming spaces in classrooms.
Express needs using silent signals (like hand signals or image cards) and offer consistent emotional responses instead of unpredictable reactions.
Promote connection over control by using, for example, “I see you’re having a hard time” instead of “What’s wrong with you?” Create environments where children feel seen, not shamed.
Use calming tools. These include the practice of deep breathing, mindfulness activities, music or movement breaks.
Invite parents to participate in creating calm-down spaces at home and school.
Encourage healing conversations with the use of journals or storytelling as outlets.
Hold safe group circles to explore emotions. Remind children they are not alone and that their feelings are valid.
Support systems must step up
Of course, we as therapists, teachers, parents, administrators and community leaders can always benefit from continued trauma-informed training that includes understanding brain development and trauma response, practicing de-escalation techniques, cultural humility and respect for family systems
I find that when working with youth and their families, there are words that heal, including certain mantras and phrases.
We can help children (and ourselves) reframe pain with empowering statements like: “I am safe now,” “My feelings matter,” “I can breathe through this moment,” “I don’t have to carry this alone” and “I am more than what happened to me.”
ACEs may explain much of what we see, but they do not define a child’s future or who they are. With the right support systems, environments and relationships, children can rewrite their stories. Schools can become spaces of resilience-building rather than reactionary discipline. Families, too, can reclaim their strength through support, cultural pride and emotional connection.
In this season of transition—where the difficulties, changes and opportunities are high—it is important that we work on being the calm in the storm for our children. Let us speak to their dignity, not just their deficits. Let us build bridges to healing, one caring relationship at a time.
If you’re an educator, parent, community worker or youth advocate and want to learn more about trauma-informed care, family resilience and cultural healing practices, reach out to Women Resource Center Inc for Families Email: info@wrc-houston.com or Call 381-407-3190.
[Dr. Lewis is a board-certified specialist in Psychotherapy and Counseling to assist anyone seeking to improve their overall health and quality of life. She is the founder and CEO of the Women’s Resource Center for Families and the Institute for Psychological Services.]