Prevalence of adverse childhood experiences in school-aged youth: A systematic review (1990–2015)

ABSTRACT

The purpose of this study was to systematically review the literature on the prevalence of adverse childhood experiences (ACEs) in school-aged youth (i.e., ≤ 18 years). Inclusion and exclusion search criteria led to the identification of 96 articles published during a 25-year period. Articles containing international samples (N = 44) and samples from the United States (N = 52) were examined for (a) the nature and prevalence of ACEs, (b) the nature of the samples and populations studied, and (c) the methods used to identify ACEs. Findings are narratively summarized and presented descriptively in tabular form to further assist school professionals in recognizing the diversity of ACEs worldwide and the array of methods used to identify trauma-related events. Prevalence rates vary substantially by the type of ACEs reported and the context or setting in which data were gathered. Yet, almost two thirds of youth experience significant adverse events no matter where they reside across the world, highlighting the need for local ACEs screening and early intervention. Implications for future research include the importance of clarifying ACEs exposure and measures used to quantify such events to allow for future aggregation (e.g., meta-analysis) of findings by country, context, population, or event type.

KEYWORDS:

• adverse childhood experience
• trauma
• prevalence
• systematic review
• school
• youth

Acknowledgments

Funding support provided by APA Division 16. Thank you to Stacy Overstreet, PhD, and Sandy Chafouleas, PhD, for their leadership on Division 16’s Task Force on Mental Health in Schools, from which the idea for this manuscript developed, and for their feedback on prior drafts of this manuscript.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the American Psychological Association Division 16-School Psychology;

Notes on contributors

John S. Carlson

John S. Carlson, PhD, is a professor of school psychology at Michigan State University. His clinical and research interests include selective mutism, preschool assessment, trauma, and school psychopharmacology.

Justina Yohannan

Justina Yohannan is a doctoral student in the School Psychology Program at Michigan State University. Her research interests include evidence-based interventions and assessment of trauma.

Courtney L. Darr

Courtney L. Darr currently works for the Center for Autism and Related Disorders. Her research interests include evidence-based interventions, selective mutism, trauma and graduate student mental health.

Matthew R. Turley

Matthew R. Turley, PhD, is a graduate of the School Psychology Program at the University of Arizona. His research interests include trauma and the intersection of physical and mental health.

Natalie A. Larez

Natalie A. Larez is a graduate student in the School Psychology Program at the University of Arizona. Her research interests include trauma and the intersection of physical and mental health.

Michelle M. Perfect

Michelle M. Perfect is an associate professor of school psychology at the University of Arizona. Her research focuses on the intersection of physical and mental health, with a particular focus on the impact of sleep and pediatric chronic illnesses on school, mental health, and neurobehavioral functioning