Attachment in the Classroom |
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| Authors: | Christi Bergin David Bergin |
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| Institution: | (1) Assessment Resource Center, University of Missouri, 2800 Maguire Boulevard, Columbia, MO 65211, USA;(2) Department of Educational, School & Counseling Psychology, University of Missouri, 16 Hill Hall, Columbia, MO 65211, USA |
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| Abstract: | Attachment influences students’ school success. This is true of students’ attachment to their parents, as well as to their
teachers. Secure attachment is associated with higher grades and standardized test scores compared to insecure attachment.
Secure attachment is also associated with greater emotional regulation, social competence, and willingness to take on challenges,
and with lower levels of ADHD and delinquency, each of which in turn is associated with higher achievement. These effects
tend to be stronger for high-risk students. In this era of accountability, enhancing teacher–student relationships is not
merely an add-on, but rather is fundamental to raising achievement. Understanding the role of attachment in the classroom
will help educators be more effective, particularly with challenging students. Twelve suggestions to improve teacher–student
relationships and school bonding are provided. |
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| Keywords: | Attachment Achievement School bonding Teacher– student relationship |
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