Disrupting adverse childhood events (ACEs): student perceptions of the counter-ACEs of high school drama

Abstract

ABSTRACT This qualitative study examines student perceptions of positive childhood experiences (counter-ACEs) in the context of a high school theatre program in the United States. Using the HOPE (Health Outcomes from Positive Experiences) framework, questions were developed to interview students for their perceptions in three categories: safe learning space, peer relationships, and emotional skills.