ABSTRACT
Contextual Insight-Navigated Discussion was designed as a combined intervention and research process. As attachment is an important predictor of teacher behaviour, then teachers’ experience of attachment(s) to students is likely to mirror their own developmental attachments. Bringing these to light is therefore a crucial ingredient in developing an understanding their emotional reactions to students and colleagues. So this involved working with teachers who had become aggressive with students. My aim was to help them discover how their relationship history, including attachment style, impacted on their perception and therefore management of classroom relationships. Given that attachment styles are not fi xed, albeit stable, the question was whether teachers could change their management style as a result of the new insights about themselves, rather than learning a new series of techniques.
