The role of adverse childhood experiences (ACEs) in predicting academic problems among college students.

  title={The role of adverse childhood experiences (ACEs) in predicting academic problems among college students.},
  author={Brian Gresham and Canan Karatekin},
  journal={Child abuse \& neglect},
1 Citations

An Anti-Deficit Investigation of Resilience Among University Students with Adverse Experiences

Experiencing extreme adversity — such as homelessness, abuse, or incarceration — creates barriers for educational success. Yet, there is a dearth of literature on the higher education pathways of



Adverse Childhood Experiences (ACEs) and Timely Bachelor’s Degree Attainment

It is well established that adverse childhood experiences (ACEs) are linked to health and emotional outcomes. However, less is known about the relationship between ACEs and educational attainment—a

Adverse Childhood Experiences (ACEs), Stress and Mental Health in College Students

  • C. Karatekin
  • Psychology, Medicine
    Stress and health : journal of the International Society for the Investigation of Stress
  • 2018
Findings indicated that ACEs predicted worsening of mental health over the course of a semester and suggested current number of stressors as a mediator of the relationship between ACEs and mental health.

Adverse Childhood Experiences (ACEs) and Help-Seeking for Health-Related Interventions in Young Adults

  • C. Karatekin
  • Psychology, Medicine
    The Journal of psychology
  • 2019
Results suggest that ACEs shape not only lifelong health but also behaviors related to seeking help in young adults, and how to tailor health-related messages to fit their needs is needed.

History of Childhood Maltreatment and College Academic Outcomes: Indirect Effects of Hot Execution Function

It is demonstrated that higher scores on a child maltreatment history self-report negatively predict college academic outcomes as assessed by GPA and by self-reported adaptation, suggesting that hot EF skills may be a fruitful direction for future intervention efforts to improve academic outcomes for this population.

Sexual victimization history predicts academic performance in college women.

The importance of expanding the scope of outcomes of SV to include academic performance is highlighted, and the need to assess SV and other adverse experiences on college campuses to target students who may be at risk of poor performance or leaving college is underscore.

Expanding the Original Definition of Adverse Childhood Experiences (ACEs)

It is suggested that this expanded measure of adverse childhood experiences is assessing early experiences of victimization and helplessness in the face of perceived intentional emotional and physical threats or actual harm by others, and that although they may not all be “traumatic,” their cumulative impact is associated with poor mental health in young adults.

Improving the adverse childhood experiences study scale.

Their understanding of the most harmful childhood adversities is still incomplete because of complex interrelationships among them, but the authors know enough to proceed to interventional studies to determine whether prevention and remediation can improve long-term outcomes.

Child Sexual Abuse, Academic Functioning and Educational Outcomes in Emerging Adulthood

Initial evidence is found that academic functioning and educational outcomes are separable, with more research needed on reasons for leaving college other than low grades, more research on community colleges, trade schools, on-the-job training, military training, and other sites of post-secondary learning.

Adjustment to College Among Trauma Survivors: An Exploratory Study of Resilience

Researchers have examined students’ adjustment to college—why some students make the transition successfully, whereas others struggle or leave school after only a short time (e.g., Ezezek, 1994;