Attachment for Teachers: An Essential Handbook for Trainees and NQTs

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Live and interactive online course, delivered via Zoom or Teams* exclusively for your team or organisation. Burke, N et al. (2011) The impact of adverse childhood experiences on an urban pediatric population. Child Abuse & Neglect, 35(6), pp.408-413 ( paywalled and author manuscript) If parents are struggling with their own issues, it may make it harder for them to bond with their child and provide consistant and responsive care. They may have: There is an important difference between the professional role of a teacher and the role of a primary caregiver, and it’s vital that recent interest in attachment theory within the profession doesn’t blur that line. Where teachers are concerned that behaviour presented in the classroom might indicate abuse or neglect, they are already obliged by law to report these concerns (but not investigate them or try to involve themselves in resolving them). Using surveys, documentary analysis, data analysis, observation and interviews, the researchers found evidence to suggest that the training had an impact on whole staff understanding of attachment, the meaning behind behaviour and emotional well-being.

The expansion of high quality early learning and childcare, including action to increase take-up of provision for 2 year olds 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. References Ainsworth, M. D. et al (2015) Patterns of attachment: a psychological study of the strange situation. New York: Psychology Press.Iachini, A et al. (2016) Examining adverse childhood experiences among students repeating the ninth grade: Implications for school dropout prevention. Children & Schools, 38(4), pp. 218-226 ( paywalled)

Some of that “involves valuing the effort that the child puts in and not worrying or making them worry about the outcome,” he continues. “Very often we focus on the outcome and [not enough] on how we can achieve it.” Find out more about how trauma affects child brain development What to do if you’re worried that a child is experiencing or at risk of abuse or neglect International review-level evidence suggests that universal social and emotional learning programmes can have positive impacts on wellbeing and educational outcomes. However, findings from studies conducted in the UK and Ireland were mixed. Mendelson, T et al. (2015) Brief report: Moving prevention into schools: The impact of a trauma-informed school-based intervention. Journal of Adolescence, 43(1) pp.142-147 ( paywalled)Bartlett, JD et al. (2018) The impact of a statewide trauma-informed care initiative in child welfare on the well-being of children and youth with complex trauma. Children and Youth Services Review, 84(1), pp.110-117 ( Open Access) While schools may be implementing trauma-informed approaches, it is unclear to what extent or how much variation there is in what schools are implementing, how much emphasis they are putting on various components (e.g., workforce development versus organizational change versus practice changes) and whether schools may implement trauma-informed approaches differently based on the characteristics of their students, neighbourhood, country or other contextual factors. 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.