Early Caregiver Separation and Its Impact on Attachment, Emotional Regulation, and School Functioning
Marilyn Diaz
Department of Psychology
Faculty Supervisor: Shasta Ihorn
This culminating experience examines how early separation from a biological caregiver influences children’s attachment development, emotional regulation, and functioning within school environments. Attachment theory provides a framework for understanding how disruptions in early caregiving relationships can shape children’s internal working models, relational expectations, and responses to stress. Research consistently demonstrates that secure attachment supports emotional regulation, social competence, and academic engagement, while disruptions in early caregiver relationships are associated with difficulties in peer interactions, classroom participation, and behavioral regulation. This paper reviews literature on attachment theory and examines the developmental impact of early caregiver separation on children’s emotional and relational functioning. A case study is presented to illustrate how attachment-related needs may manifest within a school context. The project also outlines school-based best practices using an RTI/MTSS framework, including assessment, intervention, and consultation strategies that promote emotionally supportive relationships and strengthen students’ resilience and engagement in school.