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ABSTRACT
This small-scale study investigated the impact of training teachers on early attachment and adolescent neuroscience. The aim was to assess change in empathy pre and post training. Forty secondary school teachers in England completed the Empathy Components Questionnaire before and after Attachment Awareness training, showing small but non-significant changes in empathy post-training. Qualitative interviews with four staff showed a positive response to the training, and changes to teachers’ cognitive appraisal of pupils’ challenging behaviour. However, barriers to implementation were identified with some negative reactions from staff. This provides an avenue for future research exploring how Attachment Awareness training can be implemented in schools to improve outcomes for adolescents.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Stephanie Little
Stephanie Little is about to leave her role as a Psychology Teacher to train as an Educational and Child Psychologist at UCL. Teaching since 2001 she has also been a primary SENCO. She recently completed her MSc in Child and Adolescent Mental Health at the University of Northampton. Her research interests explore systemic change that improves young people’s engagement in the classroom: anxiety reduction, attachment awareness and reducing cognitive load. She is also a qualified children’s yoga teacher.
Rachel Maunder
Rachel Maunder is an Associate Professor in Psychology at the University of Northampton. She has been working in the higher education sector for 20 years, teaching psychology at undergraduate and postgraduate level and supporting academic development. Specialising in the Psychology of Education, her research interests include peer relationships and educational transitions.