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The present article proposes an extension of the concept of adverse childhood experiences (ACEs) to apply to crisis migration – where youth and families are fleeing armed conflicts, natural disasters, community violence, government repression, and other large-scale emergencies. We propose that adverse events occurring prior to, during, and following migration can be classified as crisis-migration-related ACEs, and that the developmental logic underlying ACEs can be extended to the new class of crisis-migration-related ACEs. Specifically, greater numbers, severity, and chronicity of crisis-migration-related ACEs would be expected to predict greater impairments in mental and physical health, poorer interpersonal relationships, and less job stability later on. We propose a research agenda centered around definitional clarity, rigorous measurement development, prospective longitudinal studies to establish predictive validity, and collaborations among researchers, practitioners, and policymakers.

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This reflective paper explores the different experiences of two higher education professionals who utilized intentional reflection to help with the transition to new countries and cultural environments. One story focuses on how the higher education professional grappled with different challenges even though her new environments afforded her a novel privilege of membership in a racial and religious majority. The other higher education professional’s story discusses her transition from life as a member of the majority to a member of the minority in a different religious and racial context. The paper concludes by sharing recommendations for how other higher education professionals can utilize reflection (Dewey, 1993; Rodgers, 2002) to help with a transition and cultural adjustment in a new environment.

This reflective paper explores the different experiences of two higher education professionals who utilized intentional reflection to help with the transition to new countries and cultural environments. One story focuses on how the higher education professional grappled with different challenges even though her new environments afforded her a novel privilege of membership in a racial and religious majority. The other higher education professional’s story discusses her transition from life as a member of the majority to a member of the minority in a different religious and racial context. The paper concludes by sharing recommendations for how other higher education professionals can utilize reflection (Dewey, 1993; Rodgers, 2002) to help with a transition and cultural adjustment in a new environment.

Increasing evidence supports the immunomodulatory effect of vitamin D on allergic diseases. The combined role of prenatal and postnatal vitamin D status in the development of food sensitization (FS) and food allergy remains understudied.Plasma 25-hydroxyvitamin D (25(OH)D) levels of 460 children in the Boston Birth Cohort (BBC) were measured at birth and early childhood, and the subjects were genotyped for rs2243250 (C-590T) in the IL4 gene. We defined FS as specific IgE levels of ≥0.35 kUA/l to any of eight common food allergens; we defined persistently low vitamin D status as cord blood 25(OH)D11 ng/ml and postnatal 25(OH)D30 ng/ml.We observed a moderate correlation between cord blood 25(OH)D at birth and venous blood 25(OH)D measured at 2-3 y (r = 0.63), but a weak correlation at1 y (r = 0.28). There was no association between low vitamin D status and FS at any single time point alone. However, in combination, persistence of low vitamin D status at birth and in early childhood increased the risk of FS (odds ratio (OR) = 2.03, 95% confidence interval (CI): 1.02-4.04), particularly among children carrying the C allele of rs2243250 (OR = 3.23, 95% CI: 1.37-7.60).Prenatal and early postnatal vitamin D levels, along with individual genetic susceptibility, should be considered in assessing the role of vitamin D in the development of FS and food allergy.