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However, not everything is translating from the theory to the classroom as smoothly as it perhaps could. And one of the areas that often causes confusion is attachment theory. How teachers form and maintain classroom and staffroom relationships is crucial to the success of their work. A teacher who is able to accurately interpret the underlying relationship processes can learn to proactively, rather than reactively, influence the dynamics of any class. These are skills that can be taught. This invaluable text explains how adult attachment theory offers new ways to examine professional teaching relationships, classroom management and collegial harmony: equally important information for school leaders, teacher mentors and proteges. Findings in this report aim to inform the potential benefits to mental health in Wales of developing resilience both in children and adults to mitigate at least some of the detrimental impacts of experiencing ACEs. It includes recommendations of actions that can be taken to support young people to develop resilience. Rossen, E and Cowan, KC (2013) The role of schools in supporting traumatized students. Principal’s Research Review, 8(6), pp.1–7 ( pdf)
Cauffman, E et al. (2007) Gender differences in mental health symptoms among delinquent and community youths. Youth Violence and Juvenile Justice, 5(3) , pp.287-307 ( paywalled) As well as affecting attachment, experiencing trauma can have an impact on a child’s brain development. Children might need extra support to help strengthen the architecture of their brain. Hardt, J and Rutter, M (2004) Validity of adult retrospective reports of adverse childhood experiences: review of the evidence. The Journal of Child Psychology and Psychiatry, 45(2), pp.260–273 ( paywalled) It’s important that parents and carers are attuned and responsive to their baby’s needs and are able to provide appropriate care. This includes recognising if their baby is hungry, feeling unwell or in need of closeness and affection (Howe, 2011) 3. Steele does feel that more could be done around attachment in schools, but he believes that, for that to happen, teachers need to be more selective in the research they engage with. He says that a particular focus should be research carried out in schools, rather than in other environments.
Scottish context
The signs of attachment issues can be similar to indicators that a child is experiencing other challenges, such as: Recognising and assessing attachment difficulties and parenting quality, including parental sensitivity There is limited evidence for the acceptability of other types of intervention. In terms of the UK evidence base and service delivery landscape, there were no UK-based trials, few qualitative studies and little widespread service evaluation. Most programmes are group-based psychoeducational interventions. However, the funding crisis in the DVA sector is significantly undermining programme delivery. Larkin, H et al. (2014) Social work and adverse childhood experiences research: implications for practice and health policy. Journal of Prevention & Intervention in the Community, 40(4), pp.263-70 ( Author manuscript) The roots of a child or young person’s social-emotional wellbeing are found in their first attachment to their primary care-giver. The nature of that attachment determines not just their ability to form relationships but their capacity to learn. Secure attachment relationships correlate strongly with higher academic attainment, better self-regulation and social competence. NYSUT and Co-Ordinated Care Services Inc. (2015) Webinar: Trauma Sensitive Schools: transformational school climate change ( YouTube video)
However, there are some concerns with the categories selected for ACEs criteria, and authors such as Mersky et al. (2017) suggest the need for a more systematic approach to conceptualising and measuring ACEs. Similarly, there is no consensus on the use of terms associated with trauma in childhood, which makes efforts to both implement and study trauma-informed approaches to care challenging ( Maynard et al. 2017). Some researchers have also challenged the validity of retrospective adult reporting of ACEs ( Hardt and Rutter 2004), which is the method the original studies and many others since have been based on. Impact of ACEsThe authors argue that social work responses to adverse childhood experiences may contribute to improvement in overall health. They outline prevention and intervention response strategies with individuals, families, communities, and the larger society. Rose, J et al. (2015) Emotion coaching - a strategy for promoting behavioural self-regulation in children/young people in schools: a pilot study. The European Journal of Social and Behavioural Sciences, 13(1), pp.1767-1790 ( Open Access) During the antenatal period, parents and carers can form a bond with their child. Any bonds formed before birth can have a positive impact on the relationship between babies and their caregivers once the child is born (Condon and Corkindale, 1997) 3. Birth until 6 weeks This section focuses on examples of trauma, attachment and ACEs informed approaches to education and documents that make good practice recommendations. Create calm, predictable transitions. Transitions between activities can easily trigger a student into survival mode. Some teachers will play music, ring a meditation bell or blow a harmonica to signal it’s time to transition. 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.
Freeman, PC (2014) Prevalence and relationship between adverse childhood experiences and child behavior among young children. Infant Mental Health Journal 35(6), pp. 544-554 ( Open Access)
About YoungMinds
It is also possible for a child to develop an attachment to someone who is maltreating them (Blizard & Bluhm, 1994) 2. When implementing consequences, remain unemotional and assume a tone that says, effectively, ‘That’s just the way business is done – nothing personal.’
Another area where teachers are getting it right is adhering to the “safe haven principle”, says Steele. However, he fears that competing (often valid) concerns around safeguarding may be curtailing this vital role. Hunt, T et al. (2017) Adverse childhood experiences and behavioral problems in middle childhood. Child Abuse & Neglect, 67(1), pp.391-40 ( paywalled) National Institute for Health and Care Excellence (2015) Children’s attachment: attachment in children and young people who are adopted from care, in care or at high risk of going into care. NICE Guideline 26 ( pdf) Attachment theory is frequently cited as an important part of a teacher’s understanding of how to manage and understand behaviour in the classroom.
Supporting children and families
Children who have experienced abuse, neglect and trauma might develop coping strategies that can make it more complicated to recognise attachment issues.
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