Attachment Aware Schools: Working with Families to Enhance Parental Engagement and Home-School Relationships

Janet Rose (), Louise Gilbert, Rebecca McGuire-Snieckus, Licette Gus, Karen McInnes and Rebecca Digby
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Janet Rose: Norland College, Bath BA2 6AE, United Kingdom
Louise Gilbert: Bath Spa University, Bath, England
Rebecca McGuire-Snieckus: Bath Spa University, Bath, England
Licette Gus: Educational and Child Psychologist, Gloucester, United Kingdom
Karen McInnes: Bath Spa University, Bath, England
Rebecca Digby: Bath Spa University, Bath, England

The Open Family Studies Journal, 2017, vol. 9, issue 1, 160-171

Abstract: Background : Application of attachment theory in school contexts lacks empirical evidence. The Attachment Aware Schools pilot project was commissioned by two Local Authorities in England to improve the educational outcomes of Looked After Children, and to build an evidence base. Informed by attachment research, the Attachment Aware Schools program provides a coherent and integrated theoretical framework, discourse, and practice for all practitioners working with children and young people. Objective : The primary focus was to provide whole school and targeted attachment-based strategies to support children’s well-being, behavior, and academic attainment. This paper; however, documents a secondary objective, which was to facilitate collaborative partnerships with families. Method : As part of the mixed methods approach to the Attachment Aware Schools project, a series of case studies were collected and thematically coded. The case studies were generated by practitioners using an outcomes-based framework. Results : Although the case study sample size is small (N=10), the case studies presented here illustrate how the Attachment Aware Schools program can promote increased home-school engagement and shared practice between home and school. Outcomes include improved home-school relationships, reductions in behavioral incidents, and improved family dynamics. Conclusion : Attachment Aware Schools can be a vehicle for facilitating supportive home-school collaborative partnerships with positive outcomes for vulnerable children and young people.

Keywords: Attachment aware schools; Attachment theory; Emotion coaching; Home-school relationships; Parental engagement; Behavior. (search for similar items in EconPapers)
Date: 2017
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Persistent link: https://EconPapers.repec.org/RePEc:ben:tofams:v:9:y:2017:i:1:p:160-171

DOI: 10.2174/1874922401709010160

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