The last fifty years have seen a huge amount of research that supports the view that the emotional quality of our earliest attachment experiences is the single most important influence on human development (Siegel and Sroufe, 2011). The work of John Bowlby lead to a shift to an appreciation of just how relational human nature is. The history of children’s interactions with caregivers shapes the quality of their attachment relationships and these relationships become the foundation for personality development. Mary Ainsworth developed the idea that ‘attunement’ – sensitive responsiveness to the infant’s cues – was the critical factor in determining the quality of attachment. Bowlby’s theory suggested that the attachment relationship affected the child’s emotional regulation and the formation of mental representations of self and other. These things are subject to change, if later relational support is provided. The Minnesota longitudinal study of risk and adaptation has shown again and again over 35 years that attachment security measured in infancy predicted important aspects of functioning throughout childhood and adulthood. Those with security of attachment had greater ability to regulate emotions, were less vulnerable to stress (more resilient), and had higher self-agency and self-esteem. Bowlby thought of development in terms of pathways where change is always possible but is constrained by paths taken before. This is a different way of looking at psychopathology – not has a condition one has but as a complex outcome that results from adaptations previously made. According to attachment theory every starting point is also an outcome and every outcome is also a starting point.
Attachment theory proposes that attachment and exploration are interdependent (Brisch, 2012). Therefore, attachment is particularly relevant for education. Secure relationships with teachers can compensate for deficits in the primary attachment relationship, while also increasing curiosity and the desire to learn. Knowledge of attachment theory can help teachers understand their relationships with individual children and the class as a whole. The present school system and society as a whole is organised to avoid attachment. Avoidant children will be able to deal with a teacher who ‘sticks to the material’ but all others who look to the teacher for a secure attachment relationship (especially ambivalently attached children) will challenge the teacher demanding caregiving behaviour and emotional connection. They may do this indirectly by creating disturbance.
In addition to dyadic attachments, children, particularly adolescents, develop attachments to groups which can provide a sense of security, notably for teens as they go through the separation phase (Brisch, 2012). Attachment to the group is secure if it provides a safe emotional haven that can be used when individuals are anxious or fearful. It also gives members the confidence to explore the world or master frightening situations. Members of the group can return to it knowing that they will be accepted unconditionally. This reduces fear and anxiety.
Both positive and negative experiences shape brain development and health across the lifespan (Bethell, 2019). The presence of safe, stable and nurturing relationships and environments are important for optimal development. Creating these relational environments offer huge possibilities for promoting healthy child development, in addition to reaching resilience and intervening to heal trauma that may occur when this relational health is disrupted (Bethell, 2017).
Plasticity and arousal are interwoven and so the regulation of anxiety through secure classroom relationships is a powerful tool for teachers (Cozolino, 2013). A secure classroom helps students cope with the stress of new leaning and regulate fears around failure through support from teachers and students. When teachers minimise stress and anxiety in themselves and their classroom it will enhance student well-being and learning.
Secure relationships trigger brain growth as well as regulating emotions which enhances learning (Cozolino, 2013). It is in the ‘interpersonal matrix’ that brains are regulated, built and re-built. The teacher’s position is very similar to that of the parent, neurobiologically. Both can enhance emotional regulation by providing a safe haven or a ‘holding environment’. This term was used by Donald Winnicott to describe an environment of safe, secure relationships in which the full range of experiences are accepted, contained and understood (Tronick and Gold, 2020). Teacher-student attunement is a core requirement of teaching (Cozolino, 2013). Understanding the dynamics of attachment can help teachers connect with students, especially those with anxious attachments. A lot of students spend more time face-to-face than with their parents. The combination of positive attention and the stress reducing effects of secure attachment relationships have beneficial impacts on brain growth. Humans who handle rats have been shown to increase the brain growth of the rats – this implies that a similar caring response from a teacher would be capable of having a really positive impact on an anxious or traumatised brain.
Teachers can create a ‘tribal classroom’ through bonding, attachment and compassion, supporting security in each child that can counter-act negative affects like shame (Cozolino, 2013). Tribal teachers act like loving and connected parents to students who can become caring and supportive of each other. The teacher can rewire attachment circuitry (because it remains plastic throughout the lifespan) from earlier insecure experiences. As the proverb goes, it takes a village to raise a child and the teacher can create a village in the classroom. By listening and expressing care and concern the teacher demonstrates that they can be trusted and acts as a secure base for students. Students can use this secure attachment relationship to regulate emotions in the face of challenges. Attachment-based education is particularly important when working with children from disadvantaged backgrounds.
References
Brisch, K. H. (2014). Treating attachment disorders: From theory to therapy. Guilford Publications.
Cozolino, L. (2013). The social neuroscience of education: Optimizing attachment and learning in the classroom (The Norton series on the social neuroscience of education). W. W. Norton & Company.
(n.d.). Dr. Dan Siegel Dr. Dan Siegel. https://drdansiegel.com/wp-content/uploads/2020/09/1271-the-verdict-is-in-1.pdf
Gold, C. M., & Tronick, E. (2020). The power of discord: Why the UPS and downs of relationships are the secret to building intimacy, resilience, and trust. Hachette UK.