Making Scotland an ACE-informed nation.

In recent years, tackling Adverse Childhood Experiences (ACEs) has become a central dimension of early years, education, youth and family policy. In this Scottish Affairs special issue, we discuss why this public policy has galvanized so much attention in Scotland, and the possible consequence its popularity might have in theory, policy and practice. How, for example, has ACE research shaped how policy is responding to poverty and social inequality? What moral judgements are made by the ACE-agenda, and how might it obscure alternative ways of thinking about the problem of adversity, and cultivating lasting solutions. With contributions from academics and practitioners across different disciplines and practice settings, the collection points to an ongoing need for critical engagement in ACE-policy, and a greater commitment to understanding how ACE-policy is being translated into different practice settings. While theoretical debates are important, future research must prioritise the experiences of practitioners, and those with lived experience of adversity. [ABSTRACT FROM AUTHOR]