Protective factors exist in a school setting such as programs to teach positive coping skills. When adversity is experienced in the home in the form of emotional, physical, or sexual abuse, or if a parent is unavailable as the result of substance use or mental illness, protective factors at school are important (Chafouleas, 2016). Schools are one of the most accessible and dependable locations for students to receive psychological support and therapy (Langley et al, 2013).
Trauma-informed approaches to teaching have resulted in links between healthy social, emotional functioning of students and their academic success (Overstreet et al, 2016). Specifically, cognitive-behavioural strategies that can be learned, supported, and practiced at school can contribute to creating a more positive trajectory for students affected by ACEs. Namely, the acquisition of these strategies can improve emotional regulation, interpersonal communication, attachments to others, and academic success. Since there is a growing awareness of the impact of trauma exposure on students and society, researchers have started to analyze the implementation of trauma-informed curricula and practices in the school setting (Chafouleas et al., 2016).
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