The effectiveness of attachment- and trauma-informed approaches in primary education: a critical synthesis of the literature

This review explores the effectiveness of Attachment- and Trauma-Informed Approaches (ATIAs) in primary schools, focusing on their impact on learning outcomes – behaviour, academic achievement, and attendance – as well as pupil and staff well-being. In response to rising childhood adversity and increasing mental health difficulties, some schools have adopted ATIAs to foster nurturing, supportive environments that prioritise relationships and emotional safety. A critical mixed studies literature review identified 11 primary research studies, appraised using the Mixed Methods Appraisal Tool (MMAT) and synthesised narratively. The review included studies from the UK, USA, Australia, and Turkey, reflecting a predominantly Western educational context with one non-Western perspective. ATIAs were associated with improvements in pupil behaviour, academic progress, emotional well-being, and staff confidence, although evidence on attendance was inconclusive. Organisational factors, including leadership, teamwork, and school culture, influenced success. These findings support ATIAs as a promising intervention to address adversity and promote inclusion, though careful implementation and further research are needed.