Recent narratives surrounding education policy and practice in Scotland have sought to prioritise the wellbeing of children and young people. The national Curriculum for Excellence is underpinned equally by literacy, numeracy and health and wellbeing. Indeed, health and wellbeing is officially the ‘Responsibility of All’ (education professionals). Getting it Right for Every Child (GIRFEC) is the national approach to which all who work with children should adhere. More recently, the independent review of the care system in Scotland has resulted in the series of reports entitled The Promise. Following this, Scotland’s workforce, and all who come into contact with disadvantaged children and young people, are tasked with transforming their practice in order to fully support their needs. The crucial role of all education professionals within this is recognised if social justice is to be achieved.

This presentation seeks to explore the role of attachment theory within the educational landscape in Scotland. Given the increasing awareness of the impact of early adversity as well as enhanced understanding of the concept of trauma, it is timely to elucidate exactly what may be meant by ‘attachment-informed’, why this may be important and how it fits with current national and local initiatives. For example, the city of Glasgow aims to become a ‘nurturing city’ while South Lanarkshire Council has an ‘attachment strategy’. Discourse in Scotland and elsewhere mentions Adverse Childhood Experiences, trauma and nurture amongst other concepts while in neighbouring England there remains considerable vocal support for a ‘zero tolerance’ approach to what proponents may term challenging behaviour.

The objective with this presentation is to explore the prominence or otherwise of attachment theory within the Scottish context and ask to what extent it is a useful underlying approach in the drive towards improving the life chances of our most disadvantaged children and young people. Recent examples of practice from Scotland will be shared as we look not only at the language of a trauma-aware approach but at the reality and challenges of implementing it.

Have you ever received an apology that caused more harm, made the situation worse or failed to resolve the issue?

Have you ever given an apology under duress?

Research in trauma-informed education often highlights the importance of restorative practices, which involve acknowledging harm, taking responsibility, and making amends. These practices can include meaningful apologies, which serve to repair relationships between students, teachers, and other members of the school community.

In trauma-informed classrooms, the use of apologies plays a role in fostering a supportive and healing environment for students and educators.

This workshop explores how apologies, when used effectively, can repair trust, build empathy, and strengthen relationships. We will explore tools that can be used when both framing an apology and / or delivering an apology to begin to repair harm.

We will discuss best practices for educators to incorporate apologies into their teaching methods, including the importance of sincerity, timing, and appropriate language.

Through an examination of current research and fun, practical examples, we will demonstrate how apologies can be an essential tool in acknowledging harm, facilitating accountability, and promoting emotional safety in the classroom.

By understanding and implementing the power of apologies, educators can create trauma-informed classrooms that empower students to heal, learn, and grow.

The journey of Glenview School from 2017 to the present illustrates an exciting trajectory of change and improvement which led to stunning outcomes both for students and staff. Lynda will outline the journey that resulted in this transformation where the adults, as well as children, shifted from high levels of stress and dysregulation to new states of calm and regulation. A new culture and context emerged with no behavioural incidents nor stand downs or suspensions, and in which learning, attendance and staff retention saw marked improvement. Glenview now receives visitors from around the country, including Members of Parliament, to hear about their journey and to meet staff and students.

One of the key factors, which is often overlooked in government and school initiatives, for improving learner engagement, behaviour and wellbeing is the relevant neuroscience knowledge for educators and leaders. This presentation will include some of the neuroscience concepts that led to a shift in teacher understandings as well as school policies and practice. In particular some of the work of Dr Bruce Perry with whom Lynda has trained.

Lynda will cover the alignment of a trauma-aware and neuroscience-based approach with indigenous values and concepts, with reference to a Māori and Pacific context.

Practical, effective strategies for teachers, leaders and students that Lynda and her team developed and adopted as part of Glenview's trauma-aware approach will be shared.

Lynda is a 2024 Winston Churchill Fellowship recipient which has enabled her to travel internationally this year to research best practice in trauma-aware education at the secondary school level. She will share some of her findings.

There will be opportunities for participants’ to ask questions.