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Attachment Difficulties in Schools: A Practical Guide for SEND Teachers and Teaching Assistants

Wed, 08 Jul 2026 15:00:00 +0100

Starting a new placement can feel exciting, but it can also bring uncertainty, especially if you're supporting pupils with additional needs for the first time.

Whether you're working as a SEND supply teacher, teaching assistant, learning support assistant or behaviour support professional, understanding attachment difficulties can help you build positive relationships, respond confidently to challenging situations and make a meaningful difference from your very first day.

At Axcis Education, we place SEND professionals into schools across England and South Wales every day. This practical guide explains what attachment difficulties are, how they may present in the classroom, and how you can provide supportive, consistent care while following each school's policies and procedures.

What are attachment difficulties?

Attachment describes the emotional bond a child develops with their primary caregivers during their earliest years.

When children experience consistent, responsive care, they are more likely to develop secure attachments that help them feel safe, build healthy relationships and regulate their emotions.

Some children, however, experience early adversity such as neglect, trauma, abuse, bereavement or disrupted caregiving. These experiences can affect how they trust adults, manage emotions and respond to everyday situations.

You may also hear the term attachment disorder. While attachment difficulties are relatively common, diagnosed attachment disorders such as Reactive Attachment Disorder (RAD) are rare and can only be diagnosed by appropriately qualified healthcare professionals.

As a SEND education professional, your role isn't to diagnose children. Your role is to understand that behaviour often communicates an unmet need and to respond with patience, consistency and professionalism.

Why does this matter for SEND supply staff?

One of the biggest concerns new SEND supply staff have is:

"What if I say or do the wrong thing?"

The good news is that you don't need to be an attachment specialist to make a positive difference.

Children experiencing attachment difficulties often benefit from adults who are:

Calm
Consistent
Patient
Predictable
Reliable

Even if you're only in a classroom for one day, your approach can help a child feel safer and more settled.

What might you notice in the classroom?

Every child is different, but pupils experiencing attachment difficulties may:

Find it difficult to trust unfamiliar adults.
Become anxious during transitions.
Need additional reassurance.
Appear withdrawn or unusually quiet.
React strongly to changes in routine.
Challenge boundaries or classroom expectations.
Become upset more quickly than other pupils.
Struggle to regulate their emotions.
Find friendships difficult.
Prefer to work alone or avoid asking for help.

It's important to remember that these behaviours may also be linked to autism, ADHD, anxiety, trauma or other SEND needs.

Avoid making assumptions. Instead, focus on understanding the individual child and following the guidance provided by the school.

Practical tips for your first day in a new classroom

Every school works differently, but these simple approaches can help you settle into any SEND environment.

Introduce yourself calmly

Children experiencing attachment difficulties may take longer to build trust.

There's no need to force conversation. A friendly smile, calm voice and consistent approach often speak louder than lots of words.

Follow the SENDCo/SENCO or Class Teacher's lead

Every classroom has established routines.

Ask questions such as:

Is there anything I should know about the pupils I'll be supporting today?
Are there any strategies that work particularly well?
Is there anything I should avoid?

Experienced teachers know their pupils well, and their guidance is invaluable.

Be consistent

Children often feel safer when adults are predictable.

Try to:

Follow classroom routines.
Use the same expectations as other staff.
Avoid changing agreed strategies.
Give clear, simple instructions.

Consistency builds confidence.

Stay calm during challenging moments

Some behaviours may feel personal, but they rarely are.

If a pupil becomes upset or dysregulated:

Keep your voice calm.
Give the child time where appropriate.
Follow the school's behaviour policy.
Ask for support if needed.
Avoid arguing or escalating the situation.

Remember that you're there to support, not to win a confrontation.

Build trust gradually

Relationships take time.

Rather than trying to become a child's favourite adult immediately, focus on being:

Friendly
Reliable
Respectful
Consistent

Small positive interactions throughout the day often have the greatest impact.

Things to avoid

If you're new to SEND, it's natural to want to fix every situation quickly.

Instead, try to avoid:

Taking behaviour personally.
Raising your voice unnecessarily.
Making promises you can't keep.
Publicly challenging or embarrassing pupils.
Introducing new behaviour strategies without speaking to school staff.
Assuming you know a child's background.

Your role is to support the school's existing approach rather than creating a new one.

When should you ask for help?

You should never feel that you need to manage everything alone.

If you're unsure about a pupil or situation:

Speak with the class teacher.
Ask the SENCO or another member of staff for guidance.
Follow safeguarding procedures if you have concerns.
Report significant incidents according to school policy.

Asking questions shows professionalism; it doesn't show weakness.

Looking after yourself too

Working in SEND can be incredibly rewarding, but it can also be emotionally demanding.

Remember to:

Reflect on your experiences.
Ask colleagues for advice.
Continue developing your SEND knowledge.
Make use of training opportunities available through Axcis.
Celebrate the small wins - they matter.

No one expects you to know everything on your first placement.

Every classroom experience helps you grow in confidence.

Continue developing your SEND knowledge with The Axcis Academy

Supporting pupils with attachment difficulties is a skill that develops with experience and ongoing learning.

As an Axcis candidate, you can access The Axcis Academy, which offers accredited CPD courses in partnership with The National College, giving you free access to an extensive library of CPD designed specifically for education professionals.

Whether you're new to SEND or looking to build on your existing experience, you'll find training covering topics such as:

Safeguarding and child protection
SEND awareness
Autism
ADHD
SEMH
Behaviour support
Trauma-informed practice
Mental health and wellbeing
Classroom management
Professional development

With more than 1,400 webinars and 180+ online courses available, it's an excellent way to build your confidence, strengthen your knowledge and prepare for future SEND placements.

Frequently Asked Questions

Do I need specialist training to support pupils with attachment difficulties?

No. While additional SEND training is always valuable, being calm, patient, consistent and willing to learn can make a real difference.

What if I don't know a child's background?

That's completely normal.

Many schools won't share detailed personal information unless it's relevant to your role. Focus on following the guidance provided by the class teacher, SENDCo/SENCO and responding professionally.

Should I tell a child how to behave?

Always follow the school's behaviour policy and the guidance of permanent staff. Consistency is important, particularly if you're working in a supply role.

Can supply staff make a difference?

Absolutely.

Although some placements last just a day, every positive interaction matters. Children benefit from adults who are respectful, patient and dependable, regardless of how long they're in the classroom.

Ready for your next SEND opportunity?

Working in SEND is about far more than delivering lessons or providing classroom support. It's about helping children feel safe enough to learn, grow and achieve their potential.

Whether you're taking your first step into SEND education or looking for your next placement, Axcis Education is here to support you every step of the way.

We work with SEND teachers, teaching assistants and education support staff across England and South Wales, helping them find rewarding opportunities in mainstream schools, specialist settings and alternative provisions.

If you're already registered with Axcis, explore our latest SEND vacancies to find your next opportunity.

If you're new to Axcis, complete our Candidate Enquiry Form and one of our consultants will be in touch to discuss your experience, career goals and current opportunities in your area.

Whether you're looking for day-to-day supply, long-term placements or permanent roles, we're here to help you build a rewarding career supporting children and young people with SEND.

Looking After Your Wellbeing While Working in Education

Mon, 06 Jul 2026 12:03:00 +0100

Working in education can be immensely rewarding, but it can also be physically, mentally and emotionally demanding.

Whether you are a teacher, teaching assistant, higher-level teaching assistant, cover supervisor, learning support assistant or another education professional, your working day may involve responding to changing needs, building relationships, managing competing priorities and helping children and young people feel safe and supported.

This is true across both SEND and mainstream education. It can be particularly noticeable for supply staff who regularly move between settings, learn new routines and adapt to different teams and expectations.

Looking after your wellbeing is not a luxury or a sign that you are less committed to your role. It is an important part of building a sustainable career in education and recognising when you may need additional support.

Why wellbeing matters when you work in education

Education professionals are often focused on the wellbeing of the children and young people they support. However, constantly concentrating on the needs of others can make it easy to overlook your own.

Looking after your wellbeing can help you:

recognise stress before it becomes overwhelming
recover after challenging or emotionally demanding days
maintain healthy and realistic boundaries
manage change with greater confidence
ask for help when you need it
continue working in education in a sustainable way

Wellbeing is individual. What helps one person may not be right for another, and your needs may change depending on your role, setting and circumstances.

Notice what affects your wellbeing

Regularly checking in with yourself can help you recognise changes in how you are feeling. This does not mean analysing every difficult day. It means paying attention to patterns that may suggest you need rest, practical adjustments or additional support.

You might notice:

difficulty switching off after work
changes to your sleep, appetite or energy
feeling unusually anxious, irritable or overwhelmed
dreading work for an extended period
regularly missing breaks or working beyond reasonable limits
finding it more difficult to concentrate or make decisions
feeling emotionally affected by particular situations or incidents

These experiences do not necessarily mean that something is seriously wrong, but persistent or worsening changes should not be ignored. Speaking to someone early can make it easier to identify what support may help.

Practical ways to support your wellbeing during the school day

There is no single wellbeing routine that will suit every person or every education setting. Small, realistic actions can nevertheless make a meaningful difference.

Where your role and the school day allow, try to:

take your agreed breaks rather than routinely working through them
drink water and eat regularly throughout the day
ask questions when responsibilities, routines or expectations are unclear
identify who you should speak to if you need practical or emotional support
pause briefly after a demanding interaction before moving to the next task
focus on realistic priorities rather than expecting yourself to complete everything at once
use the support and supervision arrangements available within the setting

If you are involved in a safeguarding concern, serious incident or situation that leaves you feeling unsettled, follow the setting’s reporting procedures and speak to the appropriate member of staff. You should not be expected to carry concerns alone.

Create a transition between work and home

Moving directly from a busy working day into home responsibilities can make it difficult to mentally leave work behind. A simple transition routine can help signal that the working day has ended.

This might include:

taking a short walk after work
listening to music or a podcast during your journey home
changing clothes when you arrive home
turning off work-related notifications at an agreed time
writing down non-confidential reminders for the next day
making time for an activity that helps you relax or reconnect with other parts of your life

Remember that confidential information about pupils, colleagues or settings should never be included in personal notes or discussed outside appropriate professional channels.

Protect your professional boundaries

Healthy boundaries are not about being unhelpful. They allow you to work safely, professionally and within the responsibilities of your role.

This may mean:

asking for clarification if you are unsure what is expected of you
speaking up if you are asked to complete a task for which you have not been trained
taking the breaks to which you are entitled
being realistic about your availability and travel distance
not accepting placements that you know are unsuitable for your experience or circumstances
contacting your teaching agency if a placement differs significantly from the information you were given

Clear communication allows schools, education settings and consultants to understand what support you need and which opportunities are likely to be suitable for you.

Find approaches that work for you

Wellbeing advice can sometimes feel like another list of things to complete. You do not need to adopt every recommendation or create a perfect routine.

Instead, consider one or two manageable approaches that fit your circumstances, such as:

spending time outdoors
building regular movement into your week
maintaining a consistent sleep routine where possible
making time for hobbies and relationships outside work
talking to someone you trust
using breathing, mindfulness or grounding exercises if you find them helpful
reflecting on positive moments as well as difficult ones
seeking professional support when self-help strategies are not enough

The aim is not to remove every source of pressure. It is to understand what helps you recover, maintain perspective and respond when something is affecting you.

What should supply staff do when a placement affects their wellbeing?

Supply work can offer valuable flexibility and experience, but unfamiliar routines, unclear expectations or unsuitable placements can sometimes affect your wellbeing.

If you experience a problem during a placement:

Speak to the appropriate school contact where it is safe and appropriate to do so.
Report safeguarding concerns immediately through the setting’s safeguarding procedures.
Make a factual note of relevant information without retaining confidential pupil information.
Contact your consultant if the role differs from what was agreed, your responsibilities are unclear or you feel that you do not have the support required to work safely.

Your consultant needs accurate information to understand the situation, communicate with the setting where appropriate and help identify suitable next steps.

Wellbeing support for registered Axcis candidates

Axcis is a specialist SEND teaching agency that also supports a growing number of mainstream education roles across England and South Wales. Our candidate support extends beyond helping education professionals find their next placement.

Registered Axcis candidates have access to the Still Human wellbeing app. Designed for people working in education, the app includes:

daily wellbeing check-ins
guided mindfulness exercises
expert articles
podcasts and videos
practical wellbeing resources

These resources can be used throughout the year, whether you are working in one long-term setting, completing short-term supply placements or preparing for your next role.

Already registered with Axcis?

Contact your Axcis consultant to ask for help accessing the Still Human wellbeing app.

If you cannot remember who your consultant is, email info@axcis.co.uk and the team will help put you in touch with the right person.

Registered candidates can also access professional development through The Axcis Academy, including training provided in partnership with The National College.

When should you seek additional help?

Wellbeing resources and everyday habits can be useful, but they are not a replacement for professional mental health care.

Consider speaking to your GP or another qualified health professional if stress, anxiety, low mood or other changes are persistent, worsening or affecting your sleep, relationships, work or daily life.

You can also find confidential support through Education Support’s helpline for education staff.

If you or someone else needs urgent mental health help, use the NHS guidance on getting urgent mental health support. Call 999 or go to A&E if there is an immediate danger to life.

Frequently asked questions

Is it normal to feel tired after working in a school?

Education work can be physically and emotionally demanding, so some tiredness after a busy day is understandable. If exhaustion is persistent, worsening or affecting your daily life, consider speaking to your GP or another qualified health professional.

How can I switch off after a difficult school day?

A consistent end-of-day routine may help. This could include a short walk, changing clothes, limiting work notifications or talking through a concern using the appropriate professional support channels. Avoid taking confidential information home or discussing identifiable pupils outside work.

Should I tell my teaching agency if a placement is affecting my wellbeing?

Yes. Contact your consultant if the placement differs from what was agreed, you do not feel adequately supported, your responsibilities are unclear or you have concerns about your ability to work safely. Safeguarding concerns must also be reported immediately through the setting’s procedures.

Who can access the Still Human wellbeing app?

The Still Human wellbeing app is available as a benefit for registered Axcis candidates. Contact your consultant or email info@axcis.co.uk for help accessing it.

Can a wellbeing app replace professional mental health support?

No. A wellbeing app may provide useful resources and everyday support, but it is not a substitute for advice, diagnosis or treatment from a qualified health professional.

Looking after yourself supports a sustainable education career

Caring about your wellbeing does not make you less dedicated to the children and young people you support. Recognising your limits, using available resources and asking for help are important parts of working safely and sustainably in education.

Your wellbeing needs will not always remain the same. Continue checking in with yourself, communicate when something is not working and seek appropriate support when you need it.

Looking for your next role in education?

Axcis supports teachers, teaching assistants and education support professionals seeking SEND and mainstream opportunities across England and South Wales.

When you register with Axcis, you can access support from a dedicated consultant, free CPD opportunities through The Axcis Academy and the Still Human wellbeing app.

This article provides general wellbeing information and is not medical advice. If you are concerned about your mental health or wellbeing, speak to a qualified health professional.

Thinking About Leaving Teaching? Why Some Teachers Choose SEND Instead

Tue, 02 Jun 2026 11:15:46 +0100

It's 10pm.

You've finished teaching for the day.

You've answered emails, dealt with behaviour incidents, attended meetings, updated records, planned lessons, and marked work.

Tomorrow's to-do list is already longer than today's.

And perhaps, for the first time or maybe the hundredth, you've found yourself wondering:

Can I really do this for another ten years

🤝 If that thought has crossed your mind recently, you're not alone.

Across England, thousands of teachers are asking themselves similar questions.

Not because they've stopped caring.

Not because they've lost their passion for education.

But because the job they love sometimes feels very different from the one they signed up for.

Most teachers didn't enter the profession because they loved paperwork, data tracking, meetings, or administrative tasks.

They became teachers because they wanted to help children learn, build confidence, discover their strengths, and achieve things they never thought possible.

And for many teachers, that purpose still matters just as much as it always did.

The question is whether their current role still allows them to focus on it.

When teachers start thinking about leaving, they often assume there are only two choices:

Stay where they are and keep pushing through
Leave teaching altogether

🤝 But what if there was a third option?

🤔 What if the problem isn't teaching itself?

🤝 What if it's the environment you're teaching in?

Many teachers who move into SEND education aren't trying to leave education behind.

They're looking for a different way to use the skills they already have.

A setting that feels more aligned with the reasons they became teachers in the first place.

For some, SEND becomes exactly that.

Let's take a look ...

What Teachers Are Actually Looking For

When teachers start exploring alternatives, they're rarely searching for SEND schools specifically.

They're usually searching for answers to questions like:

Why am I so exhausted?
Is teaching supposed to feel like this?
What else can I do with my teaching qualification?
Are there other types of schools I could work in?
Do I need a complete career change?

What they're often looking for is:

More meaningful relationships with pupils
More time to focus on individual needs
Less time spent firefighting
A stronger sense of purpose
Greater job satisfaction
A way to enjoy teaching again

And for some teachers, SEND becomes one possible answer.

Why Some Teachers Choose SEND Instead

One of the most common things we hear from teachers who move into SEND is:

⭐ I remember why I became a teacher.

That doesn't mean SEND is easier.

It isn't.

SEND comes with its own challenges, responsibilities, and demands.

But many teachers describe it as feeling different.

In mainstream settings, it's common to feel pulled in multiple directions at once.

Data.
Attendance.
Interventions.
Behaviour.
Reporting.
Meetings.
Administrative tasks.
Accountability measures.

In SEND settings, the focus often feels clearer.

🤝 Relationships become central.

👂 Understanding the pupil becomes just as important as delivering the curriculum.

📈 Progress may look different, but it still matters deeply.

For some teachers, that shift changes everything.

You've Probably Been Using SEND Skills for Years

One of the biggest misconceptions teachers have is:

I don't have SEND experience.

But if you've worked in a classroom, there's a good chance you've already developed many of the skills SEND schools value.

Have you ever:

Adapted lessons for different learning needs?
Supported a child with anxiety?
Worked with pupils who struggle to regulate emotions?
Differentiated learning?
Collaborated with teaching assistants?
Supported pupils with EHCPs?
Helped children build confidence and independence?

If so, you've already been developing SEND-related skills.

The difference is that in specialist settings, those skills become a much bigger part of your role.

Many teachers discover they're far more prepared than they initially thought.

What SEND Teaching Actually Looks Like

Many teachers have assumptions about SEND education that simply aren't true.

SEND is not one thing.

It includes a wide range of settings supporting pupils with:

Autism
ADHD
Speech and language needs
Learning difficulties
Physical disabilities
SEMH needs
Complex needs

Some settings follow an adapted national curriculum.

Some focus heavily on communication, independence, and life skills.

Some support pupils who have struggled to thrive in mainstream environments.

Every setting is different.

Which is why many teachers are often surprised by the variety of opportunities available.

What Happens to Your Subject Specialism?

This is one of the biggest questions secondary teachers ask.

The answer?

⭐ You don't leave your expertise behind.

SEND schools still need:

English teachers
Maths teachers
Science teachers
Humanities teachers
PE teachers
Arts specialists
Technology teachers

⭐ Your subject knowledge remains valuable.

What often changes is the way you deliver learning.

Many teachers find they become more creative, more flexible, and more individualised in their approach.

For some, it's one of the most rewarding professional developments of their career.

It's Not About Smaller Classes

People often assume teachers move into SEND because of class sizes.

While some specialist settings may have smaller groups and additional support staff, that's rarely the reason teachers stay.

The teachers who thrive in SEND often talk about something else entirely.

They talk about relationships.
They talk about seeing progress that feels meaningful.
They talk about being able to focus on the individual learner.
They talk about feeling connected to the purpose behind their work.

That's much harder to measure than class size.

But it's often the thing that matters most.

Let's Be Honest About the Challenges

SEND isn't the right fit for everyone.

The role can be emotionally demanding.

You may work with pupils who have experienced trauma.

You may support learners with complex communication needs.

You may face challenging situations and difficult days.

But many teachers also find that specialist settings are highly collaborative.

Teaching assistants, therapists, SENCOs, pastoral teams, and school leaders often work closely together to support pupils and staff.

That sense of teamwork is something many teachers value enormously.

What If You're Curious But Not Ready?

That's perfectly normal.

You don't have to make a career-changing decision overnight.

Many teachers begin by exploring:

SEND schools
Specialist provisions
Alternative Provision settings
Resource bases
Supply teaching opportunities

Experiencing different environments can help you understand whether SEND feels like the right fit before committing to a permanent move.

The Question Worth Asking

If you've found yourself thinking about leaving teaching, perhaps the most important question isn't:

❓ Do I want to leave education?

Maybe it's:

🌱 Do I need a different environment to do my best work?

For some teachers, the answer is no.

For others, exploring SEND opens a door they didn't realise existed.

A door that allows them to continue doing what they love.

⭐ Teaching.

⭐ Supporting.

⭐ Helping children overcome barriers and achieve success.

Not because they left teaching behind.

But because they found a version of it that felt right for them.

Thinking About Your Next Step?

Whether you're simply curious about SEND or actively considering a move, speaking to a specialist education recruitment consultant can help you understand what opportunities are available and which settings might suit your experience.

At Axcis, we support teachers at every stage of their SEND journey and can help you explore the options available without any pressure or obligation.

If you'd like to discuss SEND teaching opportunities, Alternative Provision roles, or simply find out whether a different educational setting might be right for you, complete our candidate enquiry form and a member of our team will be in touch:

Candidate Enquiry Form:
https://forms.axcis.co.uk/team/candidates/enquiry-form-candidate

Sometimes the next step isn't leaving teaching.

Sometimes it's finding the place where you can enjoy it again.