Exploring the relationship between Adverse Childhood Experiences and Learning Strategies in Students

Abstract

This study explores the relationship between Adverse Childhood experiences and learning strategies among students. ACEs are traumatic and challenging such as abuse, family disruptions and neglect that occur during childhood from the age of 0 to 17 years. These early experiences can leave a lasting mark on how individuals approach life and learning. These ACEs experiences are known to affect mental. Emotional and physical well-being of an individual throughout their life. This study focuses on how these experiences affects their learning strategies. The aim of this study is to understand whether students with higher ACE scores develop distinct ways of studying, such as deep learning which is where students engage meaningfully with the material or surface learning in which students focus on passing tests without deeper understanding. Data was collected from 200 participants. This study used Pearson’s correlation analysis and found a strong positive relationship of (r = 0.996) between ACE scores and learning strategies. Which suggests that students with higher ACEs tend to adopt unique approaches to learning. The findings indicate that some students might use deep learning to make sense of their past experiences, while others might turn to surface learning due to emotional exhaustion.