Abstract
This special issue aims to prompt reflection on the mutual contribution of attachment theory, on the one hand, and teacher–child relationship research, on the other, by bringing together conceptual and empirical contributions taking an attachment perspective on teacher–child relationships. In this introductory article, we contend that the teacher can be regarded as an ad hoc attachment figure with a safe haven and secure base function, although for most children the relationship with the teacher is probably not an attachment bond. Furthermore, we explain how attachment theory and research: (1) shape the way in which “high quality” teacher–child relationships are conceptualized and operationalized; (2) highlight the importance of teacher sensitivity to children's needs, as a central proximal determinant of relationship quality; (3) guide research hypotheses regarding the consequences of teacher–child relationship quality and the intervening mechanisms; and (4) inspire the development of interventions to improve teacher–child relationships.
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