This paper will present a small-scale study into the perceptions of student teachers from a University in England (UK) to drivers behind children's behaviour. The study will examine students’ perceptions before and after they have been given a short introduction to the theory and practice around Attachment Disorder in the UK. This paper will also consider what the implications are for inclusive practice when an understanding of a child's emotional development is considered by the teachers they encounter. This study will be placed in the context of current research, legislature, political ideology and socio-economic drivers in England and Wales (UK)
