The Impact of Adoption: Exploring the nature of attachments and contemporary issues within school-based support for adopted children and young people
The Impact of Adoption: Exploring the nature of attachments and contemporary issues within school-based support for adopted children and young people
Adopted children are now recognised as a vulnerable group, with research suggesting adverse early life experiences impact on attachment, cognition, educational, behavioural and emotional development.
Recent changes in statutory guidance has expanded the role of schools' Designated Teachers (DTs) to support adopted pupils and their families.
A systematic literature review assessed whether attachment classifications of adopted children change over time, and sought to identify factors associated with their attachment styles.
It examined longitudinal correlational data from 12 studies, totalling 864 adoptees. Of the seven studies which provided sufficient evidence, six identified a significant positive change in attachment style.
A number of factors that correlated with attachment styles with adopted children were identified, for example adoptive mothers' attachment styles. However, heterogeneity of the samples, inconsistent methodology and a lack of statistical power limited the conclusions that could be drawn.
The primary empirical research aimed to explore DTs' experiences of supporting adopted children, the impact of adoption in education, the barriers they face and their experiences of working with Educational Psychologists (EPs).
The study employed a two-phase, sequential mixed methods design. Phase 1 used an exploratory quantitative questionnaire analysed using descriptive statistics (means and percentages).
This provided contextual information and allowed for purposive sampling for phase 2.
Phase 2 used semi-structured interviews to collect qualitative data; subsequent thematic analysis identified four themes.
DTs identified both positive and negative impacts of adoption and discussed their key responsibilities.
Aspects of EP work that supports adoptees were highlighted, along with limitations of the EP service.
Difficulties in the DT role were explored, for example findings indicated a lack of understanding and awareness of terminology and the long-term impact of adoption amongst both DTs and wider school staff.
The limitations, implications for future research and practice and proposed pathways for dissemination are discussed.