Attachment-focused interventions for care experienced children in primary schools: a design and implementation study of 'The Attach Project'

Ten semi-structured interviews were completed with designated ‘TAP Staff’ from six different schools, and four focus groups involving 24 ‘whole school staff’ from four different schools were conducted. Three members of the Children Looked After Education Project- ‘TAP Team’ also completed semi-structured interviews. <br><br>The findings indicate that TAP has the potential to improve the social and emotional wellbeing of children in care; facilitating a readiness to learn.

Through adequate training and support, significant adults in schools can become attachment figures for children in care and improving school staff’s awareness and understanding regarding trauma and attachment, can facilitate the development of attachment friendly practice in schools and a supportive whole school ethos. However, it is noted that ongoing support is critical to ensuring effective implementation. Furthermore, this type of intervention must be approached with caution, as further relational loss has potential negative implications for this group of children. <br>