The Key Adult

Supporting children with attachment difficulties

The key adult in school Advances in neuroscience has proved that emotional growth and wellbeing is linked to academic success. For a child to thrive they will need to feel secure in school. If the child brings stress, anxiety, and other negative emotions to school their thinking and ability to retain information will be disrupted.The child who has a secure attachment to adults in the home generally has the capacity to enter into other trusting relationships and are more equipped to learn and thrive in school. Some children find it difficult to settle though and there are many reasons why this may be, one reason being that many children have difficulties around attachment. They may have experienced trauma/loss, disruptive relationships, are looked after etc and have disrupted connections in their life with adults for whatever reason. These children may find learning a struggle and will need a ‘key adult’ - someone who is available to provide regular ‘check ins’ during the day.A key adult in school can help regulate the child’s inner emotions. They are attuned and responsive to the child’s inner working model. They must take time to build a rapport with the individual and actively develop a supportive attachment so they become the child’s ‘safe base’. The key adult models the role of a trusting adult in the child’s life. They will ‘provide a consistent presence for the child in school, be given time to spend with the child and will be able to check in with them at times of the day that require transition between places or adults’ ¹. The key adult supports the child to manage feelings of shame or guilt, regulate their emotions, support transitions, develop the skills to foster other positive relationships and scaffold growth ².Skills of the key adult:

Understanding that relationships are key

Uses positive language, commenting aloud for the child, translating their actions into words

Consistent, reliable, responsive, empathetic

Communicating with the rest of the school, being the voice of the child

Understanding that behaviour is communication and have the patience to understand what that behaviour is telling you

An understanding that they are not attention seeking they are attention needing

Modelling desired behaviours

Providing emotional containment

Be patient and resilient.

‘The relationship between the key adult and the child with attachment difficulties will be pivotal in terms of the child’s learning.' ³

References:
¹AFC - Previously looked-after children - Key Adults 2021 (afcvirtualschoolpreviouslylookedafterchildren.org.uk) [online] Accessed 09/08/21
²Adoption and schools | The Good Schools Guide [online] Accessed 09/08/21
³Bomber, L. M. 2008 Inside I’m hurting. Worth Publishing: London