Abstract
Intercountry adoptees represent a minority group in Australian schools. This research reveals that the majority of children appear to adjust well and have positive school experiences. It also shows, however, that the impact of attachment disruption and complex trauma on these children’s development and subsequent school experience may not be understood by school personnel. This qualitative multicase study uses attachment, trauma, child development and social constructionist theories to examine the primary school experiences of intercountry adoptees, from the perspectives of adoptive parents and their children. This study recommends a “Consultative Partners” Model for managing the intercountry adoptee’s school experience which makes better use of available social resources and places the child at the centre of policy and practice considerations in schools.
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