“Support for my dad would have benefited me because I was the one looking after him”: A qualitative analysis of the support needs of young people exposed to Adverse Childhood Experiences

• Published in: PloS one Vol. 20; no. 4; p. e0313371
• Main Authors: Avery, Flo, James, Michaela, Cowley, Laura Elizabeth, Griffiths, Lucy, Bellis, Mark A., Hughes, Karen, Brophy, Sinead
• Format: Journal Article
• Language: English
• Published: United States Public Library of Science 22.04.2025; Public Library of Science (PLoS)
• Subjects: Adolescent; Adverse childhood experiences; Adverse Childhood Experiences - psychology; Analysis; Child abuse; Children; Codes; Data collection; Female; Health aspects; Humans; Male; Psychological aspects; Public involvement; Qualitative analysis; Qualitative Research; Schools; Social aspects; Social Support; Surveys; Surveys and Questionnaires; Teenagers; Wales; Workshops; Young adults; Youth; Wales; United Kingdom; United Kingdom > UK
• ISSN: 1932-6203; 1932-6203
• DOI: 10.1371/journal.pone.0313371

Adverse childhood experiences (ACEs) are associated with negative health and wellbeing outcomes. Ensuring young people receive timely and appropriate support after experiencing ACEs could improve these outcomes. This study aimed to explore what works to support young people living with ACEs; what support do they receive, and what are the characteristics of valuable help? Young people living in Wales aged 16-18 years (n = 559) completed an online survey about their ACEs and the help they did or did not receive with these experiences. Free text responses were analysed using reflexive thematic analysis. Public involvement workshops with young people were utilised to guide the analytic process. Few participants reported accessing enough support. Five themes were developed: "Help me by helping my family", "Talking to a trusted adult is helpful… until it's not", "Being informed: 'I was kept in the loop'", "Schools and colleges as sites of support" and "Loneliness and peer support". More support is needed for young people with ACEs. Young people find it helpful when their whole family is supported in times of adversity, not blamed. People who provide support should be empathic and non-judgmental. Young people would rather be spoken to about ACEs and 'kept in the loop' than have them treated as a taboo or sensitive subject. Experiencing ACEs can be lonely in the absence of peer support. Schools and colleges are acceptable sites of support and may be well placed to provide opportunities for peer support.