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Email this article Adverse Childhood Experiences and their concequences among students of Tbilisi State University
Abstract
Background. Adverse Childhood Experiences (ACEs), defined as potentially traumatic events occurring before the age of 18, include various forms of abuse, neglect, and household dysfunction, and have been shown to significantly affect health, well-being, and life opportunities.
Aim. The aim of study is to explore relationship between categories of different types of abuse and health-risk behaviors, cognitive impairments and academic challenges among students at Ivane Javakhishvili Tbilisi State University (TSU), Georgia.
Methods. The study employed a quantitative research method, distributing an electronic questionnaire to all TSU students in June 2021, which included internationally recognized ACEs-related questions along with additional questions related to health, behaviors, and learning.
Results.The results revealed that a notable proportion of both female and male students experienced physical violence, with male students reporting it more frequently than females. Psychological violence was encountered by a considerable share of students, with slightly higher prevalence among males. Additionally, reports of sexual violence varied significantly by gender, with female students being more affected than their male counterparts. The study examined health-risk behaviors, with 17.2% of students identified as active smokers, 3.2% as drug users, and 10.0% having suicidal thoughts or attempts. Notably, ACEs were strongly associated with increased rates of smoking, drug use, and suicidal behavior, with victims of sexual violence showing the highest prevalence of these behaviors.
Conclusions.The research highlights the significant impact of ACEs on cognitive function and academic performance, with nearly half of the students reporting attention problems, and many victims of violence experiencing difficulties with learning. The findings underscore the need for targeted interventions in educational settings to support students affected by ACEs and promote their long-term well-being.
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ISSN: 2346-8491 (online)