We know that children who have secure attachment relationships actually learn better,” Fonagy explains. “When you are in a world with a cacophony of information all around us, we can’t listen to everything. We have to have a biological way of focusing on the person who’s going to relay to us the information that’s relevant to us. This means it’s important to consider everything that’s going on in a child’s life and make sure they and their family are provided with appropriate support. The quality of implementation of social and emotional learning programmes was important for positive outcomes Mental illness in household: A household member was depressed or mentally ill or a household member attempted suicide. safe haven - returning to their primary caregiver for comfort and safety if they feel afraid or threatened

Peter Elfer - Early Years attachment and the Key Adult, including why nursery and early years settings need to be attachment aware Maggie Atkinson (Children's Commissioner for England) - Outlines why it is important for teachers to know about attachment issuesCorcoran, M and McNulty, M (2018) Examining the role of attachment in the relationship between childhood adversity, psychological distress and subjective wellbeing. Child Abuse & Neglect, 76(1), pp.297–309 ( paywalled) Knowing about AD and identifying it, is not enough – one needs to intervene to remedy it as far as it is possible. The bulk of this course therefore describes – and allows you to practise – the interventions that are available whether you are working directly with children or via others, for example foster carers. Attachment is a very simple biological process,” he says. “Because of [an infant’s] dependency, we need protection. And we need to find the person who’s going to protect us. The person who’s going to protect us is usually our primary caregiver. And we get attached to that person. Attachment theory in education The school explicitly connects students to the school community and provides multiple opportunities to practice newly developing skills

This study explores the effectiveness of using emotion coaching in professional practice within community settings. emotion coaching techniques to promote a more relational and skills-based approach to supporting children’s behaviour. In this set of videos from the Transforming Children’s Services Conference in 2016, several speakers provide their perspectives around and insights and lessons from case studies across Scotland. Speakers include John Swinney, Louise Morpeth, Michael Little, Kenneth Ferguson, Ian Miller and John Fyffe. The origin of ACEs Newman, l. (2015) Attachment and early brain development: neuroprotective interventions in infant–caregiver therapy. Translational developmental psychiatry, 3 (1). You will know how to help the parenters develop an attachment with their child which is as strong as it can be. 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.

The interventions summarised below include trauma-informed, attachment aware and ACE approaches to interventions to support young people in the school environment and with educational attainment. 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) Howarth, E et al. (2016) IMPRoving Outcomes for children exposed to domestic ViolencE (IMPROVE): an evidence synthesis. Public Health Research, 4(10) ( Open Access) Heidi Limbert (Health Visitor/Children's Centre Manager, Somer Valley) - How can partner agencies work with schools, particularly Health Visitors and Children's Centres Recent doctoral research by McDowell (2017) identified that young people who had multiple ACEs were less likely to care about doing well in school and less likely to do all required homework than children who had no ACEs.

Public Health Wales (2018) Sources of resilience and their moderating relationships with harms from adverse childhood experiences. Report 1: mental illness ( pdf) We can see in gangs, and little clusters of children that get formed, where they feel so lonely that they then have to form relationships,” he says. It just takes one Where Steele feels the right message is getting through to the classroom is the role of the teacher in creating secure, safe environments for all students, but particularly those with attachment challenges. You cannot parent this child. You are the child’s teacher, not therapist, nor parent. Teachers are left behind each year, [it’s] normal. These children need to learn that lesson.(4) 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.

International

Live and interactive online course, delivered via Zoom or Teams* exclusively for your team or organisation. Some circumstances can make it more challenging for a child and their caregivers to form a pattern of secure attachment. These may include: This is not only a highly appropriate use of senior professionals, but it also saves your organisation the tutor-component of the fee each time you run it or your chosen modules (50% of the 'Online Live and Exclusive' fee, regardless of whether the course is held Face-to-Face or Online).

This section focuses on examples of trauma, attachment and ACEs informed approaches to education and documents that make good practice recommendations. Recognising and assessing attachment difficulties and parenting quality, including parental sensitivitySteele 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. The Trauma and Learning Policy Initiative argues that trauma-sensitive schools help children feel safe to learn. They define the core attributes of a trauma sensitive school to include: Kalmakis, K and Chandler, G (2015) Health consequences of adverse childhood experiences: a systematic review. Journal Of The American Association Of Nurse Practitioners, 27(8) pp.457-465 ( Open Access) Bretherton, I. (1992) ‘The origins of attachment theory: John Bowlby and Mary Ainsworth’, Developmental Psychology 28 (5) pp. 759–775. The focus of this review was to identify evidence around ACEs and trauma-informed approaches to education and how ACEs can impact educational outcomes. Although we were unable to identify many studies that specifically identified ACEs as a reason for poor attainment and other educational outcomes, this may be due to the methodological difficulties associated with controlling for a wide range of variables in this context.