Attachment Aware Schools: working with families to enhance parental engagement and home-school relationships

Rose, J, Gilbert, L, McGuire-Snieckus, R, Gus, L, McInnes, K and Digby, R (2017) 'Attachment Aware Schools: working with families to enhance parental engagement and home-school relationships.' Open Family Studies Journal, 9 (Supp-1). pp. 160-171. ISSN 1874-9224

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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, Attachment Aware Schools programs provide 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, behaviour, 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 Attachment Aware Schools programs 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.

Item Type:	Article
Keywords:	Attachment Aware Schools, attachment theory, emotion coaching, home-school relationships, parental engagement, behavior
Divisions:	School of Education School of Sciences
Identification Number:	https://doi.org/10.2174/1874922401709010160
Date Deposited:	06 Mar 2017 10:04
Last Modified:	29 Jun 2023 19:06
URI / Page ID:	https://researchspace.bathspa.ac.uk/id/eprint/9378

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