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COPYRIGHTED MATERIAL What Children with Attachment Issues Need from Teachers There are some specific guidelines teachers can follow to support children with attachment issues, difficult as that may seem in the midst of chaos. Start by posting a full day’s schedule in a way all students can under- stand. This will assure their sense of security and provide a predictable routine, which is especially helpful for young students (Bailey 2011). Offer concrete activities, such as counting, coloring, sorting, and sequencing objects or pictures, as a starting point for deeper learning. Using meta- phorical objects to introduce the issue of security and connection, such as boxes, containers, bridges, gates, and castles, can calm anxious children (Geddes 2006). This activity can include drawing, puppet stories, or cre- ative writing for those who can write—see the activities in part 2 of this book for specific ideas. Geddes (2006) and Bailey (2011) advise teachers to avoid confronta- tions and not tell insecure children directly what they have to do. Instead, offer suggestions for the entire class. Focus on rules that keep everyone safe, and refer to these rules in every possible situation. Adults interact- ing with children with insecure attachment styles are advised to respond to the meaning of the child’s disconcerting behaviors rather than simply reacting to the outward behaviors. By turning reaction into reflective intervention, adults are likely to be more successful in supporting the child (Geddes 2006). Solid, trusting relationships with adult role models who care for the child every day can help to heal insecure attachment patterns and promote the positive development of skills that children need to succeed (Cozolino 2006). 16 Chapter One COPYRIGHTED MATERIAL