ABSTRACT

Children with attachment difficulties can experience barriers to learning and their externalising and internalising behaviours can challenge staff: ultimately, such encounters may result in exclusion from school. This paper examines how settings can support the inclusion of pupils with attachment difficulties, through employing a specific member of staff who is not the teacher (1:1), as an additional attachment figure; hereafter, termed a key adult. Using mixed methods, my multiple-case study applies attachment, and secure base, theories to the educational context and evaluates the impact and efficacy of developing supportive relationships with two at-risk children (Child A and B). The findings suggest that key adults can support areas of social, emotional, and behavioural skills previously believed impervious to change. Furthermore, such individuals enable pupils with attachment difficulties to attain equal opportunities and safeguard against exclusion.

摘要

依恋困难的儿童可能会遇到学习障碍，他们的外化和内化行为可能会挑战教职员工：最终，这种遭遇可能会导致被学校排斥。本文探讨了环境如何通过雇用一名非教师 (1:1) 的特定工作人员作为额外的依恋对象来支持包容有依恋困难的学生；此后，称为关键成人。我的多案例研究使用混合方法，将依恋和安全基础理论应用于教育环境，并评估与两个有风险的儿童（儿童 A 和 B）发展支持性关系的影响和功效。研究结果表明，关键的成年人可以支持以前认为不受变化影响的社交、情感和行为技能领域。此外，