Re-examining attachment theory in Educational Psychology: A call for culturally responsive practice

Abstract

Attachment theory is embedded in Scottish educational policy and practice (Education Scotland, 2017) and is considered an optimal framework for understanding children and young people’s social and emotional development (Furnivall et al., 2012). However, since its first conceptualisation (Bowlby, 1958), cross-cultural scholars have critiqued the theory’s lack of cultural sensitivity. Evidence from cross-cultural research illustrates how attachment theory represents a Western, middle-class perspective, which does not consider the diversity of parenting practices and values across the world (Keller, 2018). This consideration is relevant for the Scottish context given the diversity of cultures present in the country today (Scottish Government, 2020). Subsequently, this article is the product of our learning and experiences as Trainee Educational Psychologists (TEPs). Using cross-cultural literature, as well as our own experiences on placement, we re-examine the underlying assumptions of attachment theory and consider its implications for educational psychology practice. We propose that a culturally responsive lens to attachment theory must be applied in order to ensure that we are meeting the needs of all children and young people.