International review-level evidence suggests that universal social and emotional learning programmes can have positive impacts on wellbeing and educational outcomes. However, findings from studies conducted in the UK and Ireland were mixed. In this set of videos from the Transforming Children’s Services Conference in 2016, several speakers provide their perspectives around and insights and lessons from case studies across Scotland. Speakers include John Swinney, Louise Morpeth, Michael Little, Kenneth Ferguson, Ian Miller and John Fyffe. The origin of ACEs

Think about all your previous experiences with the child and their caregivers, to help you build a clear picture of their relationships and recognise any concerning patterns of behaviour. The impact of trauma and attachment He points to the work of Robert Pianta, at the University of Virginia, as some of the most insightful on training teachers to be aware of attachment theory, and highlights the lasting effect it can have on children’s emotional intelligence.Attachment is crucial to children’s psychological welfare and forms the basis of personality development and socialisation (Bowlby 1988) Several potentially effective types of intervention are identified and the methods of delivery that have been found to work well are highlighted. Key findings include: Recognising and assessing other difficulties, including coexisting mental health problems and the consequences of maltreatment, including trauma

Where Steele feels the right message is getting through to the classroom is the role of the teacher in creating secure, safe environments for all students, but particularly those with attachment challenges. This short report provides a potentially useful and clear outline defining trauma, identifying the potential impact of trauma and considering the benefits of multilayered systems of support (MTSS). The authors emphasise the potential benefits of an MTSS approach for all students: Howarth, E et al. (2016) IMPRoving Outcomes for children exposed to domestic ViolencE (IMPROVE): an evidence synthesis. Public Health Research, 4(10) ( Open Access) Attachments are formed in different ways during the phases of a child’s development. Antenatal (before birth)

Examples and recommended practice

This is not only a highly appropriate use of senior professionals, but it also saves your organisation the tutor-component of the fee each time you run it or your chosen modules (50% of the 'Online Live and Exclusive' fee, regardless of whether the course is held Face-to-Face or Online). Children with secure attachments are more likely to develop emotional intelligence, good social skills and robust mental health (Howe, 2011) 3. Effects of insecure attachment A limitation of the systematic review is that it does not intend to include qualitative research, which means that impact that cannot be recorded using quantitative measures will not be captured. Mendelson, T et al. (2015) Brief report: Moving prevention into schools: the impact of a trauma-informed school-based intervention ( Available with NHS Scotland OpenAthens username)

In a systematic review of the effects of trauma-informed approaches in schools, Maynard et al. (2017) outline existing evidence of the impact of trauma on educational outcomes: Early care-giving has a long-lasting impact on development, the ability to learn, capacity to regulate emotions and form satisfying relationships (Siegel 2012) Indicators that a baby or toddler might not have a secure attachment with their caregiver will emerge as a pattern of behaviour over time, particularly during moments of stress or exploration. This pattern might include: This study of 29 students in seventh and eighth grade in the US examined the impact of the RAP Club, sessions led by teachers that incorporate psychoeducation, cognitive behavioral (CBT), and mindfulness strategies to focus on several areas:McDowell, N (2017) The association between adverse childhood experiences and educational outcomes among children ages 6-17. Thesis, Georgia State University ( pdf) The interventions summarised below include trauma-informed, attachment aware and ACE approaches to interventions to support young people in the school environment and with educational attainment. Bartlett, JD et al. (2018) The impact of a statewide trauma-informed care initiative in child welfare on the well-being of children and youth with complex trauma. Children and Youth Services Review, 84(1), pp.110-117 ( Open Access) Kalmakis, K and Chandler, G (2015) Health consequences of adverse childhood experiences: a systematic review. Journal Of The American Association Of Nurse Practitioners, 27(8) pp.457-465 ( Open Access)

Pregnancy in Mind helps parents who are at risk of or experiencing mild to moderate anxiety and depression during pregnancy. The service helps build parents’ capacity to provide sensitive, responsive care to their babies and keep these skills developed postnatally and as their children develop Public Health Wales (2018) Sources of resilience and their moderating relationships with harms from adverse childhood experiences. Report 1: mental illness ( pdf)Children with attachment issues may have problems expressing or controlling their emotions and forming positive relationships, which might affect their mental health. If you had an early experience where you were neglected or maltreated, as some children are, then you get very confused about who you can trust and who you can’t trust,” says Fonagy. “And then you flip flop between not trusting anybody, being in a state of a kind of epistemic hypervigilance.