How schools support attachment and SEMH needs, and the associated outcomes: A systematic literature review.

ATTACHMENT behavior in children; ATTACHMENT behavior in adolescence; MENTAL health; SOCIAL skills; SELF-esteem; SCHOOL-based management; EDUCATIONAL outcomes

Rationale: Children and young people's (CYP) behaviour can be impacted by experiences and communicate many different needs. It is recognised that behaviours characteristic of attachment difficulties are observed in CYP presumed to be securely attached, presenting as social and emotional difficulties. Therefore, it can be more effective and inclusive for schools to target a range of pupils. This is one reason why this systematic review was not limited solely to attachment-based interventions. Aims: This article reviewed recent research evidence relating to interventions schools have used to support CYP facing these challenges. The aim was to establish what interventions were being used by schools, and the outcomes for pupils. Methods: A systematic literature review of existing research was carried out using electronic databases and results were enhanced through reference harvesting. Studies meeting inclusion criteria were evaluated using Gough's Weight of Evidence framework and assessed by critical appraisal frameworks depending on the methods used. Findings: Within the ten studies, seven different interventions were used, and five themes emerged showing patterns in the outcomes linked to the interventions: social skills and relationships; confidence and self-esteem; behaviour; academic work and learning; wellbeing. Implications: The review provides useful information for professionals working within education, identifying potential school-based interventions, and evidencing the positive outcomes that can be achieved. Limitations: Strict criteria may have limited the studies available for review and the fidelity of interventions discussed is unknown. Conclusions: The review highlights a need for further research into evidence-based interventions to support pupils with attachment difficulties and related behaviours. [ABSTRACT FROM AUTHOR]

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