ATTACHMENT IN THE CLASSROOM
Attachment in the classroom: guidelines to understand it and begin to modify it.
The development of teaching skills is necessary to know how to create a secure bond with students who may be in a situation of risk. Information about attachment theory is reaching educational centers, but there is still a long way to go. Teachers need support and training to learn how to deal constructively with insecurely attached children. They are looking for positive, warm and trusting relationships, but they do not have the skills to create them.
What is attachment?
Attachment theory, initially raised by psychologist John Bowlby, refers to the positive emotional bond that develops between a child and a particular and special individual. When children become attached to a certain person, they feel pleasure when they are with them and feel comforted by their presence in times of distress. This theory explains how early experiences and the relationship with the primary caregiver and first attachment figure influence child development. Bowlby’s work was greatly influenced by the studies of Konrad Lorenz (instinctive theory), where he studied how birds develop a very strong bond with the mother. However, this theory received a decisive boost from Harry Harlow’s experiments with rhesus monkeys. These experiments revealed the need for physical contact (contact comfort) by baby monkeys with an attachment figure (even if artificially created).
The attachment phase between a child and her main caregiver usually begins around 7-8 months of age. At this age babies begin to complain only when separated from a particular individual, usually the primary caregiver. Children, who can crawl at this age, often try to follow their mothers to stay close and greet them warmly when they return. They also become somewhat suspicious of strangers. Through attachment in childhood and adolescence we acquire a basic trust or distrust towards others, which only changes in special circumstances.
Attachment is built in the family, and acts as a working pattern for other social relationships.
From the construction of the first attachment relationships (usually in the family environment) a pattern of functioning is elaborated that as the child develops begins to apply to other types of relationships (with peers, with teachers in the classroom, in labor relations, with a partner). If an insecure attachment is acquired during childhood, we may have difficulties in the process of establishing an intimate relationship, feeling calm and establishing a balanced relationship in a group, expressing emotions, etc. (Sanchez, 2015).
Teacher-child relationships faithfully reflect the fundamental principles of the relationship between a father or mother and a son or daughter. Children can trust teachers for ‘security and stability’ (Bomber, 2011).
Types of Attachment:
Sure
They are social and close. They do not show anxiety about relationships, but are even happy and perform very well in them.
He approaches the others.
worried (unsure)
They seek contact with others, but are anxious or insecure. They are hypervigilant and even aggressive when separated.
He approaches the others.
Unlinked (unsafe)
They appear distant and emotionally unavailable to others. They don’t seem concerned about it.
He distances himself from others.
Fearful (unsure)
They protect themselves by avoiding close contact. The contact that could bring them a rejection that they fear so much.
He distances himself from others.
Why talk about attachment in the classroom?
First, when teachers are aware of attachment mechanisms, they are better informed about the processes of building social relationships and are more likely to modify them to improve the socio-emotional climate in the classroom.
Second, the importance of the teacher’s role as a “safe base” for students in the classroom. The absence of a secure base can predict aggression in children.
Third, the common theoretical space of psychology and education is a potential source of new tools for predicting and explaining teacher and student behavior that deserves careful examination.
Attachment, prefrontal cortex, and learning
The absence of relationships or of a healthy, constant interaction adjusted to the needs of the child, poses a situation of threat to the development and well-being of a child. Poor or negligent interaction by the caregiver activates the biological stress response system in the child, and excessive activation of this system can have a toxic effect on the development of certain brain circuits.
How to start establishing a secure bond in the classroom?
It is important to foster knowledge about attachment theory and related research in education to inform and support relationships established between teachers and children with insecure attachment histories. Bergin and Bergin (2009) indicate a series of recommendations to develop a secure attachment in the classroom.
Increase sensitivity and warm, positive interactions with students.
Research suggests that warm and supportive teacher-child relationships can be considered “attachment relationships” and can significantly offset the negative impacts of poor attachment histories. The teacher’s sensitivity refers to the detection and accurate interpretation of children’s signals, creating a safe place and knowing how to perceive and understand the anguish of some of these students (Pianta et al., 2008). One way of increasing teachers’ sensitivity to students is to increase their knowledge of child development (Howes et al., 1988). Unfortunately, in many schools of education, very little time is devoted to child development content.
Prepare the class well and keep expectations high for the students.
This is one way that teachers show that they care about student achievement, as well as increase sensitivity and responsiveness (Davis 2003). Wentzel (1997) found that high school students felt that their teachers cared about them if they helped each student academically, such as asking if they needed help, calling them by name, making sure they understood the content, teaching in a way special, and making the class interesting.
Use a discipline based on induction instead of coercive.
Induction involves explaining the reason for the rules and pointing out the consequences of breaking the rules. Coercive discipline involves the use of threats, the imposition of the teacher’s superior power, and taking advantage of the teacher’s ability to control resources such as recess time, grades, or detentions.
Coercion interferes with caring relationships. Students are more likely to feel more strongly attached if their school does not have authoritative discipline (McNeely et al., 2002). Using prompting, allows children to become more prosocial and emotionally positive.
Help students to be kind, helpful, and accepting of one another.
The peer culture is key to creating a bond with the school, students tend to feel a greater bond if the classmates and classmates get along with each other (McNeely et al., 2002). Student prosocial behavior can be fostered by building a strong sense of community in the school and creating a caring classroom climate where teachers are warm, use inductive discipline, encourage cooperation among students, and use a democratic teaching style (Schaps et al., 2004):
Children can be encouraged to become more prosocial by providing them with opportunities to care for and help each other.
Prosocial behavior can be encouraged through modeling, such as complimenting students, respecting students, and avoiding hurting their feelings (Wentzel 1997).
Prosocial behavior can be enhanced by praising and expressing gratitude, such as “You are a good person” or “I really appreciate you taking the trouble to do that.”
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