The mental health of young people is much discussed and a great cause for concern for schools and settings - 50% of mental health issues start before the age of 14, but only 30% of young people who need help get access to it. There is a growing body of academic research which demonstrates the effectiveness of attachment aware approaches in schools and other settings which work with young people. Several Higher Education Institutions have formed a network (The ARC HE & ITT Network) who seek to support ARC in a number of ways. Members of ARC are also able to access this network for support in their action research.
If you are interested in starting your own piece of research or want to be part of the ARC HE & ITT Network, please contact the team who would be more than happy to discuss your needs further.
There are a number of recent academic articles which outline current debates and research on attachment and trauma awareness in schools, including:
Doonan, M., Stephens, C. (2021)
The core purpose of North Yorkshire Virtual School’s Attachment and Trauma Aware Schools Project is to support schools to work on development of their specific trauma responsive practice both systemically and individually. Following full school training in Developmental Trauma and Emotion Coaching, schools are supported to embed an aspect of practice using either Emotion Coaching or Circle of Adults. An audit is used to support planning and development. Schools are encouraged to develop Relational Behaviour Policies.
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Dr Paul Kelly, Lizzie Watt and Dr Sara Giddens
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.
Elizabeth Harlow (2019): Journal of Social Work Practice, DOI: 10.1080/02650533.2019.1700493
Janet Rose, Rebecca McGuire-Sniekus, Louise Gilbert and Karen McInnes (2019): Pastoral Care in Education, Volume 37, Issue 2 pp 162-184 02643944.2019.1625429
Richard Parker and Martin Levinson (2018): British Education Research Journal, Volume 44, Issue 5 pp 875 - 896
The Rees Centre, University of Oxford, has undertaken a number of evaluations of attachment aware schools and is currently undertaking a major national study of the impact of attachment and trauma aware approaches in schools. Its current publications can be found at
David Colley and Paul Cooper recently produced a book summarising current understandings of attachment theory in schools, with contributions from leading academics and practitioners
David Colley and Paul Cooper (2017) London, Jessica Kingsley
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Although this is not a formal academic paper as such, Professor Barry Carpenter (who wrote the foreword to the book above) recently published an article on returning to school post Covid
Barry Carpenter and Matthew Carpenter (2020) SSAT Blog, May 1 2020
For a more informed critical view of attachment issues you may wish to look at:
Mark Smith, Claire Cameron and Daniela Reimer (2017)
British Journal of Social Work Volume 47, Issue 6, pp 1606 - 1624,
DOI 10.1093/bjsw/bcx096; 0045-3102
Matt Woolgar, and John Simmonds (2019) Adoption and Fostering Volume: 43 issue: 3, pp 241-255
Their web page on resources for Attachment Aware Schools includes a number of videos, reports and a detailed bibliography on attachment and schools.
There have been a number of key parliamentary and government reports in the past few years which have highlighted the importance of schools promoting children and young people’s mental health, attachment and wellbeing. These are listed below:
This report sets out some of the current uses of restorative practices within education, health and social care settings across England and Wales. In its recommendations, it identifies 7 key suggestions for what more can be done to disseminate the benefits that quality restorative practice can bring to individuals, communities and organisations. Prepared by the All-Party Parliamentary Group (APPG) for Restorative Justice, this report is based on written evidence received from 51 practitioners, national organisations and academics, 3 Advisory Board Roundtables and from 3 APPG oral evidence sessions with key stakeholders from across the education, health and social care sectors.
The Health Committee Report ‘Children’s and adolescents’ mental health and CAMHS’ in November 2014 recommended that awareness of mental health issues, child development and their implications should be a mandatory part of initial teacher training and continuing professional development.
The Department of Health (DoH) Report ‘Future in mind’ of March 2015 referred to the importance of whole school approaches to promoting mental health and wellbeing, with specific reference to vulnerable groups. It identified as a key issue ‘Significant gaps in data, information and system levers’ in this area.
The joint Department for Education (DfE) and Department of Health (DoH) Statutory guidance on promoting the health and well-being of looked after children, published in May 2015, made specific reference to attachment aware schools.
The National Institute for Health and Clinical Excellence (NICE) Guidelines on children’s attachment, (November 2015) made specific reference to the importance of children’s experience at school and the need for further research in this field.
DfE Advice for school staff on mental health and behaviour in schools, (March 2016) again made specific reference to attachment awareness as an important issue.
The Education Committee report on The Mental health and well-being of looked-after children published in April 2016 included a witness session on this issue with specific reference to the work undertaken by Bath Spa University and other colleagues.
The Core Framework for Initial Teacher Training, published by the DfE in July 2016 included attachment awareness as a core part of the programme for trainee teachers.
Public Health England ‘Improving the mental health of children and young people in England’(December 2016) identified secure attachment as the most important protective factor for children, and called for schools to have a positive climate that enhances belonging and connectedness, an ‘open door’ policy for children to raise problems and a whole school approach to promoting good mental health.
The DfE research report ‘Supporting Mental Health in Schools and Colleges’, (August 2017) indicated a need for shared vision for mental health, strong leadership, trusting relationships and high quality training in schools.
The DfE research review ‘Children and young people’s mental health: peer support’ (March 2017) again highlighted the importance of emotional literacy and talking therapies.
The Education and Health Select Committees’ joint report in April 2017 - Children and young people’s mental health – the role of education, stated that all teachers should be trained to recognise mental health issues, and that senior leadership must embed well-being throughout the whole culture and provision of the school. The report also pointed out that ‘Promoting attainment and well-being is not a ‘zero-sum activity’’ and that good schools do both.
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