The Other 60 Percent

Research traces impact of childhood adversity

The stress of a spelling bee or a challenging science project can enhance a student’s focus and promote learning. But the stress of a dysfunctional or unstable home life can poison a child’s cognitive ability for a lifetime, according to new research.

Dr. Jack Shonkoff, director of Harvard University’s Center on the Developing Child, spoke last month to Colorado policymakers and children’s advocates. Photo courtesy of <em>Solutions</em>.

While educators and psychologists have said for decades that the effects of poverty interfere with students’ academic achievement, new evidence from cognitive and neuroscience is showing exactly how adversity in childhood damages students’ long-term learning and health.

Those studies show that stress forms the link between childhood adversity and poor academic achievement, but that not all adversity — or all stress — is bad for students.

“Children from their earliest life need to learn how to manage adversity,” such as dealing with the first day of school, said Dr. Jack P. Shonkoff, the director of Harvard University’s Center on the Developing Child, in Cambridge, Mass.

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Research from Dr. Shonkoff’s center and from other experts finds that positive stress — the kind that comes from telling a toddler he can’t have a cookie or a teenager that she’s about to take a pop quiz — causes a brief rise in heart rate and stress hormones. A jolt can focus a student’s attention and is generally considered healthy.

Similarly, a child can tolerate stress that is severe but may be relatively short-term — from the death of a loved one, for example — as long as he or she has support.

“Adults help children develop strategies to help cope with these stressors,” Dr. Shonkoff said. “Whether it’s reading or managing stress, adults provide the scaffolding for children to build those skills themselves.”

‘Toxic’ recipe

By contrast, so-called “toxic stress” is severe, sustained, and not buffered by supportive relationships.

The same brain flexibility, called plasticity, that makes children open to learning in their early years also makes them particularly vulnerable to damage from the toxic stressors that often accompany poverty: high mobility and homelessness; hunger and food instability; parents who are in jail or absent; domestic violence; drug abuse; and other problems, according to Pat Levitt, a developmental neuroscientist at the University of Southern California and the director of the neuroscience graduate program at the Keck School of Medicine in Los Angeles.

Both Mr. Levitt and Dr. Shonkoff are part of the National Scientific Council on the Developing Child, which is studying the effects of environment on children’s health and cognitive development.

Good experiences, like nurturing parents and rich early-child-care environments, help build and reinforce neural connections in areas such as language development and self-control, while adversity weakens those connections.

Over time, the connections, good or bad, stabilize, “and you can’t go back and rewire; you have to adapt,” Dr. Shonkoff said. “If you’ve built on strong foundations, that’s good, and if you have weak foundations, the brain has to work harder, and it costs more to the brain and society.”

For example, a study in the October issue of the peer-reviewed journal Child Development found that out of more than 26,000 students in the Minneapolis public schools, those who moved more than three times a year had significantly lower mathematics achievement and academic growth than students with more stable homes.

In a separate study, Richard P. Barth, the dean and a professor of social work at the University of Maryland College Park, found children with six or more adverse experiences before age 3 were overwhelmingly likely to be identified as needing special education for developmental delay.

Self-control or trust?

Moreover, a child’s ability to delay gratification and control him- or herself — often seen as a personality trait critical for academic success — can be hugely dependent on the child’s sense of stability in the environment and trust in surrounding adults.

In a twist on the classic Stanford University “marshmallow experiment,” in which young children’s ability to resist eating a marshmallow was tested to show their self-control, researchers led by Celeste Kidd, a professor of brain and cognitive sciences at the University of Rochester in New York, recently found children who trusted the word of the adult tester and felt their environment was more stable waited four times as long for a treat as those who felt more insecure.

The effects of early stress can linger for decades and go well beyond learning difficulties.

“What happens in childhood, like a child’s footprint in wet cement, leaves its mark forever,” said Dr. Vincent J. Felitti, the director of the Adverse Childhood Experiences Study at the health-care provider Kaiser Permanente’s department of preventive medicine in San Diego.

Known as the ACE study and done in collaboration with Dr. Robert F. Anda at the federal Centers for Disease Control and Prevention in Atlanta, the project analyzed longitudinal data on more than 17,400 middle-class adults in the Kaiser Permanente system.

Participants reported whether, as children, they had experienced repeated physical, sexual or severe emotional abuse, and whether they had grown up with any of five types of “household dysfunction”: a family member in prison; domestic violence; an alcoholic or drug abuser in the home; someone in the home who was depressed, mentally ill, or suicidal; or loss of at least one biological parent during childhood for any reason.

Adversity, decades later

As it turned out, more than half the adults had had at least one type of severe abuse or home dysfunction in childhood, and one in 16 had experienced four or more. The number of traumatic childhood experiences, Dr. Felitti found, was directly proportional to a person’s risk of a wide variety of major medical and social problems, from teenage pregnancy and drug abuse to adult heart disease and hepatitis.

“These results are almost unique in their magnitude,” Dr. Felitti said. A boy with six indicators of abuse and home dysfunction was 4,600 percent more likely than a boy with no risk factors to become an intravenous-drug user, according to the study.

Such findings mean that teachers and doctors are left trying to fix late symptoms, like poor reading skills or boredom in school, rather than underlying issues that occur much earlier in life.

“The science [on the effects of poverty and stress] has exploded in the last 25 years, but the policy on the delivery of child care has stalled, without anything close to similar progress,” Dr. Shonkoff said.

While federal and state education programs typically focus on academic remediation and nutrition for disadvantaged students, “for some kids, no matter how well you do that, it’s not enough, because the amount of adversity in their lives overwhelms,” he said.

“It’s asking too much,” Dr. Shonkoff said, “to require parent education and an enriched preschool program to counteract the effects of the level of adversity in some kids’ lives that is whipping up their stress-response systems.”

Researchers, including Mr. Levitt of USC and Dr. Felitti, are starting to explore new interventions, both medical and cognitive, that might protect children’s developing brains from damage caused by stress and improve their ability to cope.

So far, there are no classroom-ready techniques beyond developing supportive relationships between teachers and parents and their children, Mr. Levitt said. “Helping people after the fact is really nibbling at the edges of the problems,” Dr. Felitti said during a presentation on the research at the Society for Neuroscience conference in New Orleans last month. “We need a polio vaccine, as opposed to buying bigger and better iron lungs.”

“Stress is not something you get a lot of sympathy for,” Dr. Shonkoff said in a separate interview at the Society for Research in Educational Effectiveness meeting in Washington. “This is a culture that says suck it up and get over it.”

But in reality, Dr. Felitti concluded, “the [ACE] study makes it clear that time does not heal some of the adverse experiences we found so common. … One does not ‘just get over’ some things, not even 50 years later.”

Coverage of school climate and student behavior and engagement is supported in part by grants from the Atlantic Philanthropies, the NoVo Foundation, the Raikes Foundation, and the California Endowment. Read this story on the EdWeek site, including links to videos.

after parkland

‘We’re not kidding about this,’ says one teen leader of Memphis march on gun violence

PHOTO: Dylan Peers McCoy
Students in Indianapolis participate in the National School Walkout on March 14. This Saturday, students in the Memphis area will join a related March for Our Lives.

Memphis students were on spring break when this month’s national school walkout against gun violence happened, but 13-year-old Simran Bains is not going to miss her chance to publicly speak her mind.

PHOTO: Simran Bains
Eighth-grader Simran Bains is a student leader at Schilling Farms Middle School in Collierville.

An eighth-grader at Schilling Farms Middle School in Collierville, which is on the outskirts of Memphis, Simran is one of more than a dozen teenagers planning this Saturday’s March for Our Lives in Memphis.

She believes the student drive to protest gun violence following last month’s shooting of 17 people in Parkland, Florida, will not end anytime soon. Saturday’s march is part of a national movement organized by Parkland students to keep the conversation going about gun violence.

“I think this moment is different,” Simran said. “For every school shooting I can remember, it’s the same cycle. People are sad and shocked, but nothing ever changes.”

Students and other supporters will walk to the National Civil Rights Museum from Clayborn Temple, the historic assembling area for civil rights marches of the 1960s.

We spoke with Simran about what this march means to her and what she hopes Memphis learns from it. (This interview has been lightly edited for clarity and length.)

Why are you participating in Saturday’s march?

For me, I’ve always been a little louder than my peers. I’ve always been one to go on a tangent or two. When I heard about the march from a friend, it really stood out to me because it’s being organized by people my age. I have never seen people this young doing stuff like this. It was inspiring. There’s this perception in society that there’s a gun problem in America and that’s how the world will always be. But here, I’m seeing young people, who are the future of America, changing the world, and I wanted to be a part of that.

What message do you hope to send?

I hope people hear that even though we’re young, we’re not kidding about this, and we won’t back down. I want people in Shelby County to care more about this issue and listen to us. I hope people recognize that even if they have a right to protection, no one should have to fear for their life while receiving a public education. This is a serious issue. If we don’t do something, it only gets worse from here.

But I also hope we can broaden the conversation beyond school shootings. We have one of the highest gun homicide rates in the world, one of the highest suicide-by-gun rates in the world. We’re talking about people killing themselves, not just people killing people. Suicide and homicide aren’t often brought into this conversation. I hope that changes in Memphis.

I also want the march to remind us that we can’t become desensitized to gun violence. Whenever we read that someone was shot, we don’t always think how somebody just lost one of their own. That person will have to go home to empty bedrooms.

What specifically would you like to see happen in Tennessee?

I’m personally not one to advocate for the total removal of guns. I think that’s sometimes an assumption of people who are against protests like March for Our Lives. They assume we want to take all guns away. That’s not necessarily true. But I want a written exam to purchase a gun, like in Japan. I also want a longer wait time when you purchase a gun. I don’t think you should be able to walk into a gun shop and walk out the same day with a weapon. School shootings, or gun violence in general, can often be a spur-of-the-moment decision. What if the person had to wait a few days, weeks or months before they actually got that gun? Would they still feel the same way they did when they first went to buy the gun?

Have you or your family or your friends ever been personally touched by gun violence?

My family has never been a gun family. My parents are immigrants from India, and it’s just never been a thing for us. Going to school where I do, there’s a lot of political viewpoints. Some people are really pro owning guns, some are really against. And it’s an interesting place to talk about this. But also, I’ve gotten to know people from different backgrounds. I know people in Memphis and areas surrounding it who have lost someone to guns. I’ve known people who have lost loved ones to guns in homicides or gang violence.

Starting young

These 11-year-old Brooklyn students are asking New York City to do something about segregated schools

PHOTO: Christina Veiga
Matilda and Eliza Seki, left, and their friends Noa and Benji Weiss, right, collected signatures at a district 15 meeting to discuss middle school integration efforts.

While they learned about the history of segregation, a group of Brooklyn 11-year-olds took a good look around their classrooms and realized their schools weren’t so different from the photos in their textbooks.

So Matilda and Eliza Seki paired up with their friends Noa and Benji Weiss — two sets of twins — and decided to do something about it. They launched a petition on calling on the city to integrate its schools.

“We learned about separate and equal in the civil rights movement, and that it was not equal,” Eliza said, referring to the “separate but equal” legal doctrine once used to justify segregation. “And since there are schools with people of only one race, and it’s all separated, it cannot be equal.”

Matilda and Eliza are in the sixth grade at M.S. 839, and Noa and Benji are fifth-graders at P.S. 10. They already have a bit of experience in activism, having joined the Women’s March in D.C., and helping to lead environmental clubs at their school. They hold sophisticated views for kids their age, and are aware of the hurdles ingrained in addressing school segregation.

Describing how housing patterns can tie into school quality, Benji began his thoughts by saying: “Let’s say you’re from a different culture or race and you don’t have as much money as other people do — because we still live in a racist country — and you’re in an area where the housing is cheaper but you don’t have as good schools.”

Across New York City, adults have debated how to spur integration in the country’s largest school system — and one of the most segregated. According to one recent analysis, the city’s most selective high schools enroll 84 percent white and Asian students, even though those groups make up only 30 percent of the city’s student enrollment.

But student-organized groups have also been at the forefront of a grassroots movement for more diverse schools. The work of budding advocates Matilda, Eliza, Noa and Benji caught the attention of some those groups, and they’ve now joined the ranks of Teens Take Charge and IntegrateNYC as some of the youngest members. The changes they’d like to see go beyond admissions policies, but also include a push for additional resources for underserved schools, hiring more teachers of color and curricula that reflects all students and cultures.

“We decided it was an important issue and we wanted to help fix it,” Noa said.

Matilda added: “Our schools should look like our city.”

Their schools are in District 15, where 81 percent of white students are concentrated in just three of the district’s most selective middle schools, according to an analysis by parents. The city has launched a series of public workshops to craft a new admissions model to integrate middle schools there, but these kids already have their own ideas for how to do that.

Benji, who is heading to middle school next year, said it would be “pretty good” if schools stopped picking students based on criteria such as class grades and attendance. Such “screening” contributes to segregation because of a number of factors — from which elementary schools students attend, to their parents’ ability to navigate the complicated admissions process.  

“It’s… important to learn about different peoples’ backgrounds, and religions, and cultures,” he said. “And also to make sure that all kids, no matter their race, religion or where they live can get the same, good education.”