Attachment theory & Wellbeing

Attachment Theory & Well-Being

7th October 2020

I was explaining to my son, he's 17 about how humans are social animals. I told him babies can die without human interaction and touch, even if they are kept physically healthy. This led to a further discussion about what I had remembered about studies about Romanian orphans in the 1980's - 1990's. I couldn't remember why it was that specific country at that time of history. 

While waiting for him to come back to the car I researched. I learnt more about that time and the historic events that led to the Romanian Orphanages studies.

My research led me to this article about a man who lived in an orphanage until he was 10, until he was adopted by a family in America. 

Romanian Orphans

It was a moving article and it brought a tear to my eye at the end. It made me want to share the story. I also reflected on my teaching. I probably first learnt about attachment theory in 2004, when I studied for a graduate diploma of teaching and learning in early childhood education. In my current teaching role I work with 7 to 11 year olds.  I know some of these students have experienced trauma, some of them have lived through stressful events and these have an impact on their brain. Especially their ability to self regulate, this impacts how they relate to others and how they show empathy for others. 

7th December 2020

Through-out the year I have discussed different ways to focus on well-being and hauora. Towards the end of term 3 it was mental health awareness week so I had a week long focus on this with my class. Hauora, well-being is a constant topic in my classroom.

One particular student started the term very angry and in constant battles with another student. I worked with their parent and I suggested some ways to support her. We did some activities in class and now there has been an improvement. During the week of market day she was leading other students and keeping her cool under a lot of stress!

Teach in ways that enable learners to learn from one another, to collaborate, to self-regulate and to develop agency over their learning. 

Foster trust, respect and cooperation with and among learners so that they experience an environment in which it is safe to take risks. 

Manage the learning setting to ensure access to learning for all and to maximise learners’ physical, social, cultural and emotional safety.