In practice
Talking with the school without labels
In shortHome and school each see part of the child; describing moments, not labels, helps you agree what to try.
The idea
The school sees one part of the child and the family another. Differences between home and school are not contradictions: they are information. Conversations that describe sequences (‘at 9, when group work starts, he leaves the room’) make it possible to agree the same responses in both places.
What to try
- Take the timeline or the ‘Understanding’ sheet to the meeting.
- Ask the school about before, during and after, as you would at home.
- Agree one thing to try in both places, and when you will talk again.
The common mistake
Arguing about who is right about what the child ‘is like’.
Want to know more?
Start here
Short, plain pieces by the researchers and good writers.
The science behind itHow strong the evidence is, the model, videos and references.
How strong the evidence is
A way of thinking A lens for interpreting what a child does, not a rule from trials.
More technical books
Attachment and internal working models across life, written for professionals.
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