How are secure attachment relationships fostered through talk between teachers and students who have been adopted? A conversation analysis

Abstract

Despite the growing recognition of the importance of supportive teacher–student relationships to create safety for young people who have experienced early adversity and trauma, there is not a clear understanding of what factors make for positive school relationships and how these can be fostered. The aims of the study were to explore how children with challenging emotional backgrounds are supported by their key adult in school and how this occurs in the process of conversations between them. Three student–teacher pairs from a specialist school took part in a semi-structured interview about their relationship. Data was analysed using conversation analysis. Analysis found how teaching staff use several conversational markers in talk with children with attachment difficulties when emotional experiences are raised and when troubles occur in navigating difficult conversations. Recommendations for clinical practice and future research are made.