Mechanisms linking Adverse Childhood Experiences to adolescent mental health: a participatory arts-based study of adolescents accounts.

Research on adverse childhood experiences (ACEs) has largely relied on retrospective and predominantly adult-focused models that conceptualize mental health difficulties as outcomes of past adversities operating through linear causal pathways. Less is known about how adolescents themselves understand the mechanisms linking adversity and mental health. This study explored young peoples lived experiences of these mechanisms using participatory arts-based methods. Sixty-two young people aged 10-24 years from diverse and often underrepresented backgrounds across England participated in trauma-informed creative workshops. Workshops incorporated multiple artistic modalities, including visual arts, animation, drama, dance, music, film, and creative writing, generating experiential and conversational data. Data were analysed using Framework Analysis within a critical realist approach. Young people did not primarily describe their mental health through narratives linking past adverse events to current outcomes. Instead, they emphasized present-day relational, environmental, and institutional conditions as the most salient influences on wellbeing. Two interconnected pathways were identified: system failures and seeking restoration. System failures referred to ongoing experiences of invalidation, bullying, sensory overwhelm, masking of identity, and unresponsive educational or mental health systems that generated feelings of unsafety. Seeking restoration encompassed actively pursued experiences of belonging, community, validation, sensory regulation, nature connection, creative expression, trust, and authenticity that supported wellbeing. Across pathways, felt (un)safety emerged as the central organizing mechanism through which experiences affected mental health. Findings suggest that adolescents explain their mental health less in terms of historical adversity and more through current experiences of safety, recognition, and belonging. Trauma-informed research and practice may therefore benefit from complementing questions about past adversity with greater attention to what is happening in young peoples lives now and the conditions that support recovery and flourishing.