I think an important element to consider is how ACEs could be used as a reflective tool for the teachersand administrators themselves, though I'm not advocating for screening teachers. How do teachers' own adverse experiences (or lack thereof) affect their teaching practices, attitudes and responses to students' classroom behaviors? In the social services contexts I work in, the question I hear raised is "How do we do this work when we may have our own trauma to deal with?" If that's not coming up for teachers, perhaps the starting point is different, ie. How do you relate to and have empathy for children without problematizing or pathologizing them based on assumptions or implicit biases you may hold? How is it different to be affected by vicarious trauma vs. one's own lived adverse experiences? How do we balance the need to support the teachers' needs with the students' needs without making ACEs all about the adults?