An Attachment Aware Schools Programme: A Safe Space, a Nurturing Learning Community

Autor/inn/en	Kelly, Paul; Watt, Lizzie; Giddens, Sara
Titel	An Attachment Aware Schools Programme: A Safe Space, a Nurturing Learning Community
Quelle	In: Pastoral Care in Education, 38 (2020) 4, S.335-354 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kelly, Paul) ORCID (Giddens, Sara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0264-3944
DOI	10.1080/02643944.2020.1751685
Schlagwörter	Foreign Countries; Attachment Behavior; Student Needs; Foster Care; Trauma; Teacher Student Relationship; At Risk Students; Child Welfare; Teacher Role; Faculty Development; Training; Program Effectiveness; Elementary Secondary Education; Preschool Education; School Personnel; Administrator Role; Paraprofessional School Personnel; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Attachment; Bindungsverhalten; Pflegehilfe; Teacher student relationships; Lehrer-Schüler-Beziehung; Kindeswohl; Lehrerrolle; Ausbildung; Pre-school education; Vorschulerziehung; Schulpersonal
Abstract	There is a growing expectation that schools have a good understanding of attachment theory and its implications in practice, in order to meet the needs of Looked After Children, and other vulnerable learners. Derbyshire County Council's Attachment Aware Schools programme, now in its fifth year, is meeting this need by providing a substantial school development programme which has led to innovative and sustainable ways of developing school practice. This programme has involved a comprehensive range of bespoke long-term development work with 77 schools to date, through a dynamic interaction of training, action research and reflective practice to promote safe, nurturing and effective learning environments. The programme, underpinned by attachment theory, has led to schools throughout the county becoming communities of inquiry and hubs of excellence, through a process of practice-as-research, where the cyclical nature of action research enhances the complementary relationship of theory and practice. Evaluation of the programme has shown that all participating schools have effected ethos change, and developed better informed pedagogical practice, to support Looked After Children, and other vulnerable learners. This article explores how building attachment awareness in schools, with a focus on relationship-building and a better understanding of teacher--pupil interaction, can contribute meaningfully to whole school development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01