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Introduction

The prevalence of adverse childhood experiences (ACEs) among students has become a growing concern for educators and mental health professionals. ACEs can have a profound impact on a student’s ability to learn, regulate emotions, and form healthy relationships. In response to this issue, many schools are exploring trauma-sensitive practices as a way to support students affected by ACEs. This thesis will explore the implementation of trauma-sensitive practices in schools to better support students who have experienced ACEs.

1.1 Introduction
1.2 Background of study
1.3 Problem Statement
1.4 Objective of study
1.5 Limitation of study
1.6 Scope of study
1.7 Significance of study
1.8 Structure of the Thesis
1.9 Definition of terms

Chapter Two: Literature Review
2.1 Understanding Adverse Childhood Experiences
2.2 Impact of ACEs on Student Learning
2.3 Trauma-Sensitive Practices in Schools
2.4 Benefits of Trauma-Sensitive Schools
2.5 Challenges of Implementing Trauma-Sensitive Practices
2.6 Training and Professional Development for Educators
2.7 Supporting Students with ACEs Through School-Based Interventions
2.8 Building Resilience in Students with ACEs
2.9 Best Practices in Trauma-Informed Care
2.10 Empirical Studies on Trauma-Sensitive Practices

Chapter Three: Research Methodology
3.1 Research Design
3.2 Sampling and Participants
3.3 Data Collection Methods
3.4 Data Analysis Procedures
3.5 Ethical Considerations
3.6 Research Limitations
3.7 Research Validity and Reliability
3.8 Research Implications

Chapter Four: Discussion of Findings
4.1 Overview of Study Findings
4.2 Comparison with Existing Literature
4.3 Implications for Practice
4.4 Recommendations for Future Research
4.5 Strengths and Limitations of the Study

Chapter Five: Conclusion and Summary
5.1 Summary of Findings
5.2 Implications for Education and Mental Health Practice
5.3 Concluding Remarks

Thesis Overview

Adverse childhood experiences (ACEs) can have lasting effects on a student’s academic performance and social-emotional well-being. It is essential for schools to implement trauma-sensitive practices to support students affected by ACEs. This thesis will examine the implementation of trauma-sensitive practices in schools, exploring the benefits, challenges, and best practices in supporting students with ACEs. By analyzing existing literature, conducting empirical research, and discussing findings, this thesis aims to provide insights into how schools can better support students with ACEs and create a more inclusive and supportive learning environment.

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