Supporting Parents Affected by Childhood Adversity: Embedding a Trauma-Informed Parenting Program in an Urban School District Serving High Poverty Communities

Introduction: Programs that build parenting skills and confidence can prevent the intergenerational transmission of adverse childhood experiences (ACEs) and promote positive childhood experiences (PCEs). However, they can be stigmatizing and difficult to access in under-resourced communities. We explored whether a trauma-informed parenting program offered universally in public schools in high-poverty urban communities can engage and support parents who have experienced multiple ACEs. Methods: Parents participating in an evidence-based parenting program (Chicago Parent Program; CPP) offered universally in their child’s school completed measures of their ACEs, PCEs, and perceptions of program satisfaction and impact. CPP session attendance and group-leader ratings of parent engagement in CPP sessions were also obtained. Data were analyzed using descriptive and correlational statistics. Results: Parents (N=230; 82.6% mothers, 67.4% Black/African American, 52.8% with incomes < $20,000) reported high levels of childhood adversity; 53.5% reported four or more ACEs, including witnessing violence (58.8%), physical (48%) and emotional (45.3%) abuse, and household substance abuse (44.4%). On average, parents attended 75% of group sessions and were highly engaged. ACEs and PCEs were negatively correlated (r = -.44, p < .001) though neither was associated with program attendance, engagement, or satisfaction. Parents reported improvements in parenting and child behavior. Conclusions: Results demonstrate that a universal, trauma-informed parenting program in public schools in high-poverty urban communities can engage parents exposed to high levels of ACEs and may disrupt intergenerational transmission of ACEs.