Understanding the Link Between Adverse Childhood Experiences (ACEs) and School Engagement: Investigating the Role of Child Self-concept as a Mediator

Abstract This study examines the longitudinal association between a relatively broad Adverse Childhood Experiences (ACEs) index within Growing Up in New Zealand (GUiNZ) measured up to age 8, and low school engagement at age 12. The study also explores the potential mediating role of children’s self-esteem and scholastic self-concept in this relationship. Using data from an ethnically diverse longitudinal birth cohort of 3858 children in New Zealand, we investigated how early exposure to adversity influences school engagement at age 12. The findings indicate that childhood adversity (up to age 8) is negatively associated with school engagement at age 12. Moreover, this relationship was partially mediated by self-esteem and scholastic self-concept measured at age 8. The mediating effect was consistent across ethnic groups. The results highlight the need for ACEs prevention strategies, early identification of at-risk children, and trauma-informed school environments. Additionally, system-level support to enhance self-esteem may foster greater school engagement, promoting long-term academic and life success.