Education Adviser, Lucie Welch, discusses what Benevolent Childhood Experiences (BCEs) are, and what schools can do to foster them… 

Childhood is the most important time in a person’s brain development, shaping a child’s future health, wellbeing, relationships, self-esteem and overall success in life.  

While Adverse Childhood Experiences (ACEs), first explored by Felitti and Anda in the 1990s, have received significant attention, we’re only now beginning to recognise the importance of Benevolent Childhood Experiences (BCEs) to counteract negative experiences.  

These BCEs are positive, supportive moments, experiences and opportunities that can protect our vulnerable children, especially those facing adversity or unsafe environments. 

What Are Benevolent Childhood Experiences (BCEs)? 

The concept of Benevolent Childhood Experiences (BCEs) was introduced by Dr. Anda and colleagues as a counterpoint to the ACEs framework. Building on his work in the original ACE study, Dr. Anda and others began exploring BCEs in the 2010s to identify positive, protective factors that can buffer the impact of ACEs.  

For children exposed to chronic stress or trauma at home, BCEs in schools can provide crucial emotional and psychological protection. By minimising the impact or counteracting the effects of ACEs, these positive experiences improve emotional regulation, cognitive development and help pave the way for healthier long-term outcomes.  

The Role of Schools in Creating Benevolent Childhood Experiences 

For many children, school offers a safe haven—a place where they experience positive relationships, access to resources and opportunities for growth. By prioritising safety, emotional support and inclusion, schools can create Benevolent Childhood Experiences (BCEs) that nurture resilience, positive relationships and overall wellbeing. 

Benevolent Childhood Experiences can include: 

1. A Safe and Nurturing School Environment

This should be a priority in any setting and is the foundation of BCEs. Children need to feel physically and emotionally secure in order to thrive and reach their full potential. Schools can ensure both physical and emotional safety by: 

• Implementing key safeguarding policies that protect students from child-on-child abuse or harassment. 

• Training teachers and staff to recognise trauma and safeguarding concerns, approaching all children in a trauma-informed way. 

• Fostering respect and inclusion, where diversity is celebrated and every student feels valued. 

2. Supportive Relationships with Teachers and Staff

These adult relationships are vital BCEs for vulnerable children. Research shows that even one stable, positive relationship with an adult can offset the effects of ACEs. To establish this, schools can:

• Offer professional development for teachers on how to build supportive relationships, especially with students who have faced trauma. 

• Ensure children have known trusted adults in schools who they know they can turn to. 

• Share key information on a ‘need to know’ basis to ensure staff are equipped to support children in a personalised way.

3. Opportunities for Self-Expression and Empowerment

Schools can be a space for children to express themselves and explore their interests, helping them build confidence, resilience and improve their self-worth. Schools can provide opportunities for this by:

• Offering a range experiences within the curriculum as well as extracurricular activities such as art, music, drama and sports. 

• Encouraging creative classroom activities, like writing projects or group art projects. 

• Celebrating achievements, whether academic or personal, to foster self-esteem and boost self-worth. 

4. Building a Sense of Belonging

This is one of the most important BCEs schools can foster. Children who feel connected to a supportive community are more likely to be engaged at school, have positive relationships with their peers and thrive. This can be created by:

• Encouraging cooperative learning through group activities and team-building exercises. 

• Promoting inclusivity and diversity, through events like cultural awareness weeks or student-led projects. 

• Creating peer support networks and opportunities for children to share how they are feeling. 

5. Encouraging Growth and Resilience

A growth mindset is crucial for helping children overcome setbacks and challenges. Schools can encourage resilience by:

• Reinforcing that mistakes are part of learning and offering opportunities to learn from them. 

• Teaching problem-solving and coping strategies to help students manage stress, dysregulation and adversity. 

• Celebrating progress, not just academic achievement, to emphasise effort and perseverance. 

Summary 

In conclusion, for our most vulnerable children, those exposed to safeguarding issues or living in challenging home environments, schools can serve as a critical protective factor by making BCEs part of the school culture and ethos. By fostering a safe, supportive and inclusive environment, schools can help minimise the negative effects of ACEs and promote more positive outcomes for all. 

Although we can’t control what happens outside the gates, schools and education settings are in a strong position to provide the foundation for children to thrive. It is not just academic achievement that matters; it is the emotional and social development of children that will help them build the resilience necessary to navigate life’s challenges.

In this way, schools can truly be a lifeline, offering the benevolent experiences that every child deserves to grow into a healthy, thriving and most importantly safe adult. 

If you found this blog useful, you may also be interested in reading the following blogs:

•  Wellbeing and Safeguarding: The Crucial Connection
•  The Impact of Parental Alcohol and Substance Misuse on Children
• ‘Adolescence’ The Netflix Series – What Does it Tell Us and How Can We Respond?

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 About the Author

Lucie Welch – Adviser, Services For Education

Lucie Welch has worked in the field of Primary Education for the last 15 years, holding the positions of Assistant Head of School, Designated Safeguarding Lead, Attendance Lead and Designated Teacher for Looked After Children. Through working across several local authorities and within multi-academy trusts, Lucie has garnered a passion for safeguarding and supporting children and young people to enable them to thrive.

At Services For Education, Lucie is an integral part of the Safeguarding team, sharing her expertise with schools, colleges, trusts, and other educational settings across the city of Birmingham and beyond. Dedicated to improving safeguarding practices in an actionable and impactful way, Lucie works closely with settings to provide bespoke training, supports with reflection on their own practices during Safeguarding audits and always strives to contribute to a better learning environment for all children. Through delivery of statutory training for DSLs and Safer Recruitment, Lucie works with colleagues in all age ranges and is a source of expertise within these areas.

Lucie also wears other important hats within the School Support Team. Not only is she dedicated to ensuring the safety and well-being of students through her role in safeguarding, but she also plays a key part in the PSHE/RSE and Health for Life teams. Additionally, Lucie partners with the Best Practice Network to deliver the Early Career Framework, supporting new teachers in their professional development.