ABSTRACT
This chapter is directed toward SBFC practitioners, classroom teachers, administrators, and all those who are interested in how Adverse Childhood Experiences (ACES) impair a student’s ability to access the curriculum toward academic progress. It also introduces the concept of trauma-informed learning as an institutional foundation for creating safe environments, a space more conducive to learning. Most importantly, this chapter is written with an emphasis on educational practices in the United States of America and offers its contents to those who are facile at making multicultural adjustments.
