A school’s journey in creating a relational environment which supports attachment and emotional security |
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| Authors: | Louise Webber |
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| Institution: | 1. Early Childhood Studies, Plymouth University, Plymouth, UK;2. Plymouth Institute of Education, Plymouth University, Drake Circus, Plymouth, UK |
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| Abstract: | This article focuses on teachers’ experiences of supporting looked after and adopted children in one case study primary school in England. Children who are looked after and adopted may have a disrupted attachment with their primary carer which has resulted in an insecure attachment. Children with insecure attachments can feel anxious, uncertain and have low self-worth which can result in a struggle to adapt to school as they are unable to articulate their feelings. This article draws on qualitative research using semi-structured interviews with teaching staff in order to illuminate strategies, subsidised through Pupil Premium Plus funding, to support such children. A key outcome was the creation of a school-based model consisting of six main components that can be developed to support children with insecure attachments. |
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| Keywords: | Attachment adopted looked after Pupil Premium Plus PACE |
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