Academic adjustment in children and adolescents with adverse childhood experiences: a multi-level meta-analysis

Abstract This study aimed to provide the comprehensive quantitative synthesis of academic adjustment among children and adolescents exposed to adverse childhood experiences (ACEs). A systematic review and multilevel meta-analysis were conducted to examine the relationships between ACEs-related factors and the three core dimensions of academic adjustment: academic achievement, academic engagement, and academic motivation. A total of 58 studies were included in the systematic review, and 48 studies comprising 1,726,810 participants and 694 effect sizes were included in the meta-analysis. The findings revealed significant positive associations among academic motivation, engagement, and achievement, with the strongest relationship observed between motivation and engagement. Trauma-related symptoms showed consistent negative associations with all dimensions of academic adjustment, indicating that ACEs exposure undermines not only academic performance but also students’ motivation and active school participation. Significant negative associations were also found between academic achievement and depression, physical abuse, dissociation, and witnessing violence, whereas social competence and IQ were positively associated with achievement. In addition, internalizing and externalizing problems were significantly negatively related to academic engagement. Moderator analyses indicated that age significantly influenced the relationship between trauma and academic achievement, suggesting greater developmental vulnerability among younger children. Overall, the findings highlight academic adjustment as a multidimensional and trauma-sensitive construct and underscore the importance of trauma-informed school-based interventions targeting motivation, engagement, and social competence to promote resilience and academic functioning among youth exposed to ACEs.