Holly Marlow’s training is grounded in a strong, multi‑disciplinary evidence base that brings together decades of research in psychology, neuroscience, education, social care and lived experience. This ensures that every strategy is practical and research‑informed, to help schools, Multi-Academy Trusts and Virtual Schools improve behaviour, attendance, regulation and inclusion for vulnerable pupils.

1. Attachment Theory

Attachment theory provides one of the most robust foundations for understanding children’s emotional and relational needs. Research by John Bowlby, Mary Ainsworth, Patricia Crittenden and others shows how early relationships shape:

• emotional regulation
• trust and safety
• behaviour under stress
• learning and engagement
• responses to transitions and change

Children who have lived through adoption, foster care or kinship care often experience disrupted or insecure attachment. This directly influences classroom behaviour, relationships and regulation.

2. Trauma & Adversity Research

Decades of neuroscience and developmental psychology demonstrate how trauma affects the developing brain. Key contributors include:

• Bruce Perry (Neurosequential Model)
• Dr. Bessel van der Kolk (psychiatrist, author of The Body Keeps the Score)
• Dr. Dan Siegel (a pioneer in the field of interpersonal neurobiology, who created a framework )

This research shows that trauma impacts:

• executive functioning
• memory and attention
• emotional regulation
• stress responses
• behaviour and relationships

Holly Marlow’s training translates this evidence into practical classroom strategies that support regulation, safety and learning.

3. UK Education Evidence

This training aligns with guidance from key UK education bodies:

Education Endowment Foundation (EEF)

EEF guidance emphasises:

• behaviour as communication
• relational approaches
• emotional regulation
• metacognition and self‑regulation

These principles underpin the training content.

Department for Education (DfE)

DfE guidance for vulnerable pupils highlights:

• the impact of trauma and adversity
• the importance of consistent relationships
• attachment‑aware practice
• behaviour systems that avoid shame
• multi‑agency working

This training aligns with the Department for Education’s seven inclusion principles and is a high‑impact, compliant way to invest ring‑fenced inclusion funding from the Inclusive Mainstream Fund (IMF). It also fits Pupil Premium and Pupil Premium Plus priorities by improving outcomes for pupils affected by trauma, disrupted attachment and social disadvantage.

Ofsted

Ofsted’s research reviews emphasise:

• belonging
• safety
• relationships
• inclusive culture
• behaviour systems that support regulation

This training strengthens these areas.

4. Adoption, Fostering & Kinship Care Research

Research from:

• Adoption UK
• CoramBAAF
• The Rees Centre (Oxford University)
• NICE guidance on attachment difficulties
• NSPCC

consistently shows that care‑experienced children are more likely to experience:

• developmental trauma
• sensory and emotional regulation needs
• shame‑based behaviour patterns
• difficulties with trust and transitions
• disrupted attachment histories
• increased risk of exclusion and attendance challenges

Holly Marlow’s training helps schools respond to these needs with compassion, consistency and evidence‑based strategies.

5. Behaviour and Social, Emotional and Mental Health (SEMH) Evidence

Modern behaviour research emphasises:

• relational approaches
• predictable routines
• co‑regulation
• restorative practice
• understanding triggers and unmet needs
• avoiding shame‑based responses

Marlow’s training supports schools to build behaviour systems that are both inclusive and effective, to reduce crisis escalation and improve pupil engagement.

6. Lived Experience & Practice‑Based Evidence

Alongside academic research, this training is shaped by:

• lived experience of adoption
• real stories from families
• patterns observed in schools
• behaviour triggers seen in practice
• regulation strategies that work in real classrooms

This combination of research and lived experience makes training delivered by Holly Marlow authentic, practical, and immediately usable.

7. How This Evidence Translates Into Practice

Training sessions include:

• classroom‑ready strategies
• scripts staff can use immediately
• regulation tools
• behaviour de‑escalation approaches
• trauma‑informed adjustments
• attachment‑aware routines

Contact holly@hollymarlow.com to find out more.