Abstract：
OBJECTIVE: School is an important developmental setting for children. Adverse childhood experiences (ACEs) are linked to overall lower educational attainment and are more prevalent in children with Autism Spectrum Disorder (ASD) than in their neurotypical peers. The aim of this study is to test the association between ACEs and school outcomes among autistic children and whether mental health conditions explain this association.
METHODS: We combined 2016-2021 data from the National Surveys of Children\'s Health for children, ages 6-17, identified by parents as having ASD (N = 4,997), to examine the relationship between ACEs and school outcomes (grade progression, school attendance, and engagement). We analyzed depression and anxiety variables to investigate the extent to which mental health can explain the relationships between ACEs and school outcomes.
RESULTS: ACEs were significantly associated with school outcomes. With increased ACEs, autistic children experienced a significant decrease in the odds of school attendance, grade progression and school engagement (p < .05). Furthermore, although depression and anxiety symptoms were significantly associated with school outcomes, they cannot explain away the enduring, strong relationship between ACEs and level of grade progression, engagement, and school success index.
CONCLUSIONS: Our findings suggest ACEs predict school success among autistic children, with mental health conditions appearing to mediate the relationship between ACEs and key factors in school success. Efforts should be made to proactively identify and address the impact of ACEs and associated mental health conditions among autistic students.
METHODS: We combined 2016-2021 data from the National Surveys of Children\'s Health for children, ages 6-17, identified by parents as having ASD (N = 4,997), to examine the relationship between ACEs and school outcomes (grade progression, school attendance, and engagement). We analyzed depression and anxiety variables to investigate the extent to which mental health can explain the relationships between ACEs and school outcomes.
RESULTS: ACEs were significantly associated with school outcomes. With increased ACEs, autistic children experienced a significant decrease in the odds of school attendance, grade progression and school engagement (p < .05). Furthermore, although depression and anxiety symptoms were significantly associated with school outcomes, they cannot explain away the enduring, strong relationship between ACEs and level of grade progression, engagement, and school success index.
CONCLUSIONS: Our findings suggest ACEs predict school success among autistic children, with mental health conditions appearing to mediate the relationship between ACEs and key factors in school success. Efforts should be made to proactively identify and address the impact of ACEs and associated mental health conditions among autistic students.
摘要：
目标：学校是儿童重要的发展环境。不良的童年经历（ACE）与整体较低的教育程度有关，并且在自闭症谱系障碍（ASD）儿童中比在神经系统典型的同龄人中更为普遍。这项研究的目的是测试自闭症儿童的ACE与学校成绩之间的关联，以及心理健康状况是否可以解释这种关联。
方法：我们结合了国家儿童健康调查的2016-2021年数据，6-17岁，被父母鉴定为患有ASD(N=4,997)，检查ACE与学校成绩之间的关系(年级进展，学校出勤率,和参与)。我们分析了抑郁和焦虑变量，以调查心理健康在多大程度上可以解释ACE与学校成绩之间的关系。
结果：ACE与学校成绩显著相关。随着ACE的增加，自闭症儿童的入学率显着下降，年级进展和学校参与度（p<0.05）。此外，尽管抑郁和焦虑症状与学校成绩显著相关，他们无法解释持久的，ACEs与等级进展水平之间有很强的关系，订婚,学校成功指数。
结论：我们的发现表明ACE可以预测自闭症儿童的学校成功，心理健康状况似乎在调节ACE与学校成功关键因素之间的关系。应努力积极识别和解决自闭症学生中ACE和相关心理健康状况的影响。
方法：我们结合了国家儿童健康调查的2016-2021年数据，6-17岁，被父母鉴定为患有ASD(N=4,997)，检查ACE与学校成绩之间的关系(年级进展，学校出勤率,和参与)。我们分析了抑郁和焦虑变量，以调查心理健康在多大程度上可以解释ACE与学校成绩之间的关系。
结果：ACE与学校成绩显著相关。随着ACE的增加，自闭症儿童的入学率显着下降，年级进展和学校参与度（p<0.05）。此外，尽管抑郁和焦虑症状与学校成绩显著相关，他们无法解释持久的，ACEs与等级进展水平之间有很强的关系，订婚,学校成功指数。
结论：我们的发现表明ACE可以预测自闭症儿童的学校成功，心理健康状况似乎在调节ACE与学校成功关键因素之间的关系。应努力积极识别和解决自闭症学生中ACE和相关心理健康状况的影响。
