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Adverse childhood experiences (ACEs) and early life stress (ELS) affect the neurobiological development of children, potentially leading to alterations in stress responsive systems (SRSs) that affect children’s emotional, academic, and behavioral functioning. Multi-Tiered Systems of Support (MTSS) in schools are structured to address the needs of children with dysregulated SRSs. However, in this paper, we emphasize the importance of caregiver-focused interventions to engage caregivers as protective factors in partnering with schools toward academic success. We offer a model that incorporates caregiver interventions into a school’s existing MTSS framework by integrating and collaborating with counselors who specialize in systemic and neuroscience-informed counseling. The proposed Multi-tiered Neuroscience-Informed Caregiver Intervention model is based on working with caregivers and family systems to address the neurobiological effects of ACEs and ELS within an MTSS structure in a K-12 academic setting.

Adverse Childhood Experiences and Neuroscience-Informed Counseling: A Case for Multi-Tiered Caregiver Interventions in Schools