Exploring how adversity impacts children in the preschool context may highlight potential opportunities for trauma-informed interventions as well as ways to reduce racial disparities seen in preschool outcomes, such as school readiness and suspension/expulsion rates. This study explores the relationship between children’s exposure to cumulative adversity, their self-regulation, and their relationship with their teachers in a sample of predominantly Black (29%) and Latino (71%) children. Data were collected from caregivers of preschool children (n = 126) on their child’s lifetime exposure to twelve childhood adversities, including traditional ACEs (e.g., domestic violence exposure and parental substance use) and environmental ACEs (e.g., community violence exposure and food insecurity). Data was also collected from teachers at the middle and end of the preschool year on the child’s self-regulation and on the student-teacher relationship. (author abstract)
The influence of early adversity on self-regulation and student-teacher relationships in preschool
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