Post-Secondary Students’ Perceptions on Seeking Help for Adverse Childhood Experiences from Educators During High School
Bibliographic record
Abstract
Schools and educators are often assumed to have the resources and staff to provide students access to support for adverse childhood experiences (ACEs), yet students mainly report reluctance and hesitation in seeking help from educators in their schools (Ontario Child Health Study, 2017). A qualitative design using Seidman’s (2019) Three-Interview method provided the opportunity to explore over multiple meetings how post-secondary students with ACEs understood the climates of their high schools and the relationships they had with educators. Across three interviews, the main purpose of this study was to learn, from interviewing young adults (18 to 25 years old) with ACEs, what they did when they were in high school and needed help and the type of educator they found helpful. Responses were gathered and analysed, then compared to Barker’s (2007) conceptual model of adolescent help-seeking. Study participants experienced two to four ACEs during childhood that extended into secondary school. They were exposed to emotional neglect or psychological abuse, physical abuse, parent incarceration, parent mental illness, and parental separation. Results indicated that half of the participants were unsuccessful in their attempts to seek help and of the three participants who were successful, two participants required multiple attempts to find a helpful educator. How educators appear, speak, and move in school spaces and with each other influence students’ perceptions of educator competence. This informs the individual decision to seek help and indicates to students the educator’s capacity to support and help with ACEs. Exploring how students interpret the approachability and helpfulness of educators, as well as how school practices or policies influence students’ interpretations, will help those working in schools to understand how develop and maintain safer, more open places for adolescents with ACEs to improve their mental health or develop help-seeking skills. Recommendations for schools that include educator care and empathy while centering youth as knowers are offered to help educators and students with ACEs close the gaps between perceptions and practice with regards to students’ safety and wellness.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.002 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".