Students with Adverse Childhood Experiences often experience traumatic situations and circumstances including forms of abuse, neglect, violence, parental separation, and parental health issues. These adverse childhood experiences can lead to long term mental, social, emotional and academic effects including limited socioemotional skills, decreased academic achievement, depression and anxiety. Maslow’s Hierarchy of Needs and the 40 Developmental Assets provide a theoretical framework and foundation for this research. This study researches the effectiveness of school counseling as a strategy of reducing a student's behavior risk score and resultant negative life and health consequences, thereby determining operative models for schools to adopt. A local Sacramento area school counselor collected data from students using the Social, Academic, Emotional, Behavior Risk Screener before and after school counseling. The scores from the assessment were compiled as a singular total, and statistical analysis were run that determined that school counseling had a significant impact on lowering the effects of Adverse Childhood Experience’s on students. Findings suggest that school counseling is an effective intervention for elementary school students with adverse childhood experiences. Practice implications include staff training and increased awareness of Adverse Childhood Experience’s, universal screening of students and increased school counselors at schools. Policy implications are screening of every student for Adverse Childhood Experience’s, yearly professional development requirements in trauma informed teaching and school counselors for every school.