Attachment for Teachers: An Essential Handbook for Trainees and NQTs

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We do consider, however, that attachment theory opens up new opportunities for teachers to revisit traditional ways of managing children’s behaviour and acquire new insights and solutions for the benefit of pupils and teachers alike. Offers online information as well as helpline support to under-25s about anything that’s troubling them. Some critics might consider that “attachment aware schools” will distract teachers from their focus on acquiring knowledge, but we are not advocating that teachers become therapists or take over parents’ roles. Examples of interventions include the use of emotion coaching (a way of communicating during behavioural incidents), nurture groups and theraplay, a form of family therapy designed to reinforce attachment between parents and children. Attachment is a clinical term used to describe "a lasting psychological connectedness between human beings” (Bowlby, 1997) 1.

The important thing is to build a routine around transitions so that children know: a) what the transition is going to look like, b) what they’re supposed to be doing, and c) what’s next.

In secure caregiver-child relationships, the caregiver is usually sensitive and tuned in to the child’s needs. Think about all your previous experiences with the child and their caregivers, to help you build a clear picture of their relationships and recognise any concerning patterns of behaviour. Kahn, P and Vezzuto, L (2015) Understanding and responding to adverse childhood experiences in the school setting.

You will be registered as having attended the course, thereby gaining APT's Level 1 accreditation, and receive a certificate to this effect. Children with secure attachments are more likely to develop emotional intelligence, good social skills and robust mental health (Howe, 2011) 3. Due to a mix of necessity - with funding issues restricting access to external services - and an increasing interest in what drives certain behaviours, schools are now more trauma-aware than they have ever been before. One study in 2004, of 162 primary school children living in Clackmannanshire, indicated that 98% had experienced one or more trauma event (such as divorce or an accident) and for one in four this trauma resulted in behavioural or emotional disturbance. However, this is not based on a causal relationship between student-teacher relationships and drug (non)use.It is also not clear if the training was the causal factor for the improved quantitative outcome measures.