Understanding the relationship between attendance, behaviour, emotional literacy, and attachment theory is essential for creating a thriving school environment. These elements are interconnected, shaping not only students' social and emotional development but also their engagement in learning and overall school experience. This article explores how teaching emotional literacy, grounded in the principles of attachment theory, can significantly impact student attendance and behaviour, while providing educators with strategies to foster this connection. 

Emotional Literacy: The Foundation for Attendance and Behaviour 

Emotional literacy—the ability to recognise, understand, and manage emotions—is fundamental to improving both attendance and behaviour. Students who develop emotional literacy are more likely to engage positively in school, build meaningful relationships, and feel connected to their school community.

• Attendance: Students with strong emotional literacy are better equipped to manage feelings of anxiety, frustration, or stress—emotions that can often lead to absenteeism. By teaching students how to regulate these emotions, schools create a more supportive and welcoming environment, making students more motivated to attend regularly. 
• Positive Behaviour: Emotional regulation is at the heart of positive behaviour. Students who can manage emotions such as anger or stress are more likely to demonstrate empathy, cooperation, and respect, reducing colourful behaviour and contributing to a more harmonious classroom environment.
• Resilience and Coping: Developing emotional literacy also fosters resilience. Students who are taught how to navigate setbacks and challenges can maintain better attendance and demonstrate positive behaviour, even when faced with personal or academic difficulties. 

Attachment Theory and Emotional Literacy 

Dr. Dan Siegel’s 4 S’s of Attachment—Seen, Soothed, Safe, and Secure—offer a framework for understanding how secure attachments enhance emotional literacy, directly influencing attendance and behaviour. 

• Seen: For students to thrive, they need to feel truly seen—not just for their outward behaviour but for the emotions underlying their actions. When educators recognise and validate students' internal experiences, students feel valued, boosting both their emotional wellbeing and motivation to attend school regularly. 
• Soothed: Teachers play a crucial role in helping students manage challenging emotions. By offering a calm, supportive response when students face emotional difficulties, educators help them regulate their emotions, leading to improved focus and fewer disruptive behaviours.
• Safe: A safe and emotionally secure environment is vital for regular attendance. When students feel physically and emotionally safe at school, they are more likely to engage positively in learning and show a greater commitment to attending.
• Secure: When students consistently feel seen, soothed, and safe, they develop secure attachments with their teachers and peers. This sense of security nurtures emotional literacy, resilience, and self-regulation, all of which are essential for maintaining strong attendance and positive behaviour.

Four Ideas to Bring Emotional Literacy to Life in Your School 

Start small, but be consistent—introducing emotional literacy into your classroom can have a lasting impact when done regularly. Here are four ideas to help you build a culture of emotional awareness and resilience in your school: 

1. Daily Emotional Check-Ins: Begin each day by asking your students to share how they are feeling. While some students may hesitate to express their emotions in front of peers, explicitly teaching and modelling that emotions are temporary and serve as valuable information (not facts) can help create a safe space for sharing. Encourage students to understand that it’s normal for emotions to change and that by acknowledging them, they can build empathy and emotional regulation in your classroom. A simple question like, “How are you feeling today?” can open the door for meaningful emotional dialogue and awareness.
2. Support Students in Naming and Exploring Emotions: When a student identifies an emotion that doesn’t align with their outward behaviour (e.g., they say they’re angry, but their body language suggests happiness), avoid dismissing or correcting them. Instead, ask open-ended questions to help them reflect on the emotion. Ask, “Where in your body are you feeling this emotion?” or “What situations usually trigger this feeling for you?” This approach encourages students to connect with their emotions on a deeper level and develop self-awareness, which is foundational for emotional literacy.
3. Create a 'Feelings Vocabulary' Wall: Help students expand their emotional vocabulary by creating a "Feelings Wall" in your classroom. List a variety of emotions, from basic ones like "happy" or "sad" to more complex emotions such as "frustrated," "overwhelmed," or "curious." Encourage students to reference this wall when describing their emotions. Over time, this helps students articulate their feelings more accurately and avoid oversimplifying their emotions. It also fosters empathy as students can better understand the complexity of others' emotions.
4. Use Literature and Stories to Teach Emotional Literacy: Integrate emotional literacy into your existing curriculum by using stories, books, or even real-life events to discuss emotions. After reading a story, ask students questions like, “How do you think this character feels?” or “What would you do in this situation?”. By encouraging students to explore characters’ emotions, you help them apply emotional literacy skills in real-world contexts. This also helps students practise perspective-taking and builds their capacity for empathy.

Additionally, to support your efforts in teaching emotional literacy, consider downloading our Foundation for Emotional Literacy Cards. These cards provide practical strategies and tools to enhance your emotional literacy curriculum and create a more supportive environment for your students.

Behaviour as an Expression of Emotional Literacy 

Behaviour is often a reflection of a student's emotional literacy. Students who struggle with emotional regulation are more likely to exhibit colourful behaviour, whereas those with strong emotional regulation skills tend to behave positively and constructively. 

• Emotional Regulation: Positive behaviour stems from a student’s ability to regulate their emotions. When students understand and manage their emotional responses, they are better equipped to handle stress and act respectfully, fostering a more positive learning environment.
• Conflict Resolution: Emotional literacy empowers students to resolve conflicts with empathy and understanding. By approaching conflicts calmly, they can reduce impulsive reactions, contributing to a more harmonious and supportive classroom culture. 

Fostering Emotional Literacy and Secure Attachments in Schools 

 For schools to create socially and emotionally supportive environments, it is crucial to integrate evidence-based, curriculum aligned and trauma-informed practices that promote both emotional literacy and secure attachments. Platforms like Life Skills GO provide educators with the tools to explicitly teach emotional literacy, incorporating best practices from attachment theory. By helping students feel seen, soothed, and safe, Life Skills GO ensures that every student has the opportunity to develop emotional resilience, which is essential for both academic and social success.  

The relationship between attendance, behaviour, emotional literacy, and attachment theory is at the core of creating effective learning environments. When students feel emotionally supported through secure attachments and are equipped with emotional literacy skills, they are more likely to attend school regularly, engage positively with their peers and teachers, and build the resilience needed for success. Schools that use tools like Life Skills GO to foster emotional development create an environment where students can thrive both emotionally and academically, laying the foundation for lifelong learning and wellbeing.