UWSC_ACES Case Statement Booklet FINAL

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the next generation

of leaders for our

Together, childhood poverty and ACEs are linked to worse outcomes

in nearly every aspect of life from physical, mental and behavioral

health to educational attainment to job opportunities and success,

as well as reduced quality of life and lifelong earning potential.

We know that participation

in prevention programs

leads to better outcomes

for young children and their

families. Accomplishments

early in life cultivate success

in later life: increasing

kindergarten readiness

leads to better third-grade

reading scores, which in turn

leads to better eighth-grade

math scores, which in turn

leads to higher graduation

rates, and postsecondary

education leads to future

employees. Stronger skills

and relationships protect

against the risk of ACEs and

improves the resiliency of

those who do face adversity.

These skills lead to stronger

employees, families, and

community members. To

shore up future generations,

we need to invest early in

cost-effective strategies.

That’s what our Brighter

Futures Campaign is all

about.

In 2022, 48% of Ohio students

entered kindergarten on track.

Stark County averages 47%,

however that ranges

anywhere from 27% to 73%

per district.

In 2022, 68% of Ohio students

achieved third- grade

proficiency; while Stark

County averages 67%, the

range by district is anywhere

from 33% to 84%.

Our goal is to have students

across the county on track

with the State average,

if not performing better.

Early childhood learning

experiences shape children

into the adults they become.

WE FOCUS ON

3 PRINCIPLES

RECOMMENDED

TO IMPROVE

OUTCOMES

FOR CHILDREN

AND FAMILIES

1. REDUCE SOURCES OF STRESS

2. STRENGTHEN CORE SKILLS

(healthy development, executive

function, and self-regulation)

3. SUPPORT RESPONSIVE

RELATIONSHIPS

We invest in evidence-based programs to reduce the

incidence or impact of ACEs on children in poverty. We do

this by building protective factors and reducing risk factors.

Protective factors largely fall into building core skills,

supporting responsive relationships or reducing sources

of stress and are built through the following strategies:

• EARLY CHILDHOOD EDUCATION &

HOME VISITING PROGRAMS

• PARENT/CAREGIVER SKILLS TRAINING

• MENTORING OR AFTER SCHOOL PROGRAMS

WITH A SOCIAL EMOTIONAL COMPONENT

• SCHOOL OR COMMUNITY-BASED

VIOLENCE PREVENTION

• IMMEDIATE ECONOMIC SUPPORTS THAT

IMPROVE HOUSEHOLD STABILITY & REDUCE

STRESS OF THE ADULTS THAT CARE FOR

YOUNG CHILDREN

(Center on the Developing Child at Harvard

University (2021). Three Principles to Improve

Outcomes for Children and Families, 2021

Update. http://www.developingchild.harvard.edu)

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