Children who have insecure attachment styles are often misunderstood in the classroom due to their externalizing behaviors.
A new wave of social emotional interventions have been implemented in schools with much research being focused on the results gained from securely attached, neurotypical children.
The following literature review aims to address the gap in studying children who have insecure attachment styles. The purpose of the study is to see if children who have insecure attachment styles can attach securely to their teacher.
The four methods that are explored are Nurture Groups, Relational Inclusion, Banking Time, and independent classroom strategies.
The research looked at the benefits of dyadic interventions on the relationship between the insecurely attached student and the teacher. It was found that most studies conducted in regards to attachment research have been focused primarily on finding improvements in minimizing externalizing behaviors. Through dyadic interventions, and continuous use of sensitive teaching strategies, insecurely attached students have been found to attach securely to their teachers as compensatory attachment figures.