DSW Showcase Student Presentation

This presentation explores the impact of Adverse Childhood Experiences (ACEs) on social work students and the importance of trauma-informed pedagogy in promoting educational resilience. Focusing on the prevalence of ACEs among social work students, this capstone project investigates how these early experiences shape students’ academic engagement, emotional well-being, and professional identity. The project integrates three critical components: a systematic literature review (SLR) examining existing research on the prevalence and impact of ACEs in social work education, a conceptual paper proposing trauma-informed, resilience-focused pedagogy as a guiding framework, and a practice application paper outlining actionable strategies for implementation. In addition, this presentation highlights key findings from the research, including the principles of trauma-informed pedagogy and its alignment with resilience theory. It emphasizes the potential of these frameworks to create supportive, inclusive learning environments for students affected by trauma. Practical strategies are explored to address the unique challenges social work students face with ACEs, fostering a culture of healing and empowerment within educational settings. This work underscores the necessity for systemic changes in social work education to support students impacted by trauma. Addressing ACEs through trauma-sensitive teaching methods not only enhances students’ educational outcomes but also prepares them to embody resilience and empathy as future social workers navigating professional challenges.