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Attachment theory is frequently cited as an important part of a teacher’s understanding of how to manage and understand behaviour in the classroom.

Attachment theory is frequently cited as an important part of a teacher’s understanding of how to manage and understand behaviour in the classroom.

Enmeshed attachment: attachment that is so close that it hampers the child developing independence and autonomy.

When a child is in distress, the teacher should be an available source of support and reassurance,” he explains. “[But] we live in an age where there’s a heightened sensitivity about the needs of children, and particularly child abuse, and so teachers are very cautious about the fact that they should probably never touch a child … but that’s a whole other discussion about boundaries and bodies and the rest of it. But even with words, teachers can provide a lot of comfort and reassurance, and a sense of safety.” Adapt your classroom’s mindfulness practice. Mindfulness is a fabulous tool for counteracting the impact of trauma. However, it can also be threatening for children who have experienced trauma, as the practice may bring up scary and painful emotions and body sensations. In short, teachers should do the same things that they do when working with any student with challenging behaviour. Whether the challenging behaviour is due to an issue with attachment isn’t really the issue. In secure caregiver-child relationships, the caregiver is usually sensitive and tuned in to the child’s needs. They are able to provide care that is predictably loving, responsive and consistent. 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. The impact of trauma and attachment

What this Attachment Disorder course will do for you:

Condon, J. T. and Corkindale, C. (1997) The correlates of antenatal attachment in pregnant women. British Journal of Medical Psychology. Cambridge University Press, 70 (4): 359-372. This report summarizes the final findings of an evaluation of community-based initiatives in Washington State that were intended to prevent child maltreatment and exposure to toxic stress, mitigate their effects, and improve several child and youth development outcomes. This section focuses on examples of trauma, attachment and ACEs informed approaches to education and documents that make good practice recommendations. This evidence briefing conducted for NHS Health Scotland and Education Scotland examines the effectiveness of health and wellbeing interventions in a school setting to potentially reduce inequalities in educational outcomes.

It can be very hard for a teacher to break through and the child might need a lot of additional effort before they can develop a feeling of trust towards that person,” he explains.

Department for Education (2015) Promoting the health and well-being of looked-after children: statutory guidance for local authorities, clinical commissioning groups and NHS England ( pdf)

Ambivalent attachment also manifests as distress on separation, but with this style the child does not feel they can depend on their family to support them. According to Corcoran and McNulty (2018), adverse childhood experiences are “traumatic events (e.g., sexual abuse, physical abuse, emotional abuse) or chronic stressors (e.g., neglect, parental separation) that are uncontrollable to the child”.

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The school explicitly connects students to the school community and provides multiple opportunities to practice newly developing skills Mental illness in household: A household member was depressed or mentally ill or a household member attempted suicide.