ABSTRACT
The focus of this chapter shifts to the processes of attachment that are more diffi cult to observe: adult attachment. Evidence will be presented to demonstrate that these processes form the structure of the student-teacher relationship rather than the more simple unidirectional attachment processes of early childhood. Once adult attachment processes are understood by teachers, school leaders and teacher educators they become: better observers of the dynamics of classroom and staffroom processes; more aware of what is going on when plans go astray; and importantly, better able to deal effectively with the novel situations that inevitably arise. It must be remembered, however, that these processes are situated in the person doing the observation just as much as the observed, and behove one to “fi rstly know thyself”.
