ABSTRACT
Children who suffer abuse and neglect at an early age enter school without the fundamental preconditions for learning. Specifically, these children do not develop the cognitive organisation or security of attachment to explore their world, make meaningful sense of their experiences, or connect with others. It is possible that teachers can play a central role in the development of these critical social and cognitive learning capabilities through connection. An exploration of the influences that impact the teacher-student relationship points to the need for teachers to critically reflect on their own assumptions and the underlying beliefs informing their responses. This self-reflection appears to be critical in enhancing adult social competency to strengthen the teacher-student relationship and to promote the internalisation of healthy socio-emotional development for children with complex trauma.
