Research

At Neufeld Aotearoa, our research is grounded in attachment based child development, exploring how secure relationships shape emotional maturity, learning, and wellbeing across home, school, and therapeutic settings. We highlight studies that apply the Neufeld attachment-based developmental approach in real-world contexts – from counselling and corrective emotional experiences to teacher–student relationships and professional development for educators. By bringing this growing body of evidence into focus, we aim to support practitioners, whānau and communities in Aotearoa to make sense of children through the lens of relationship and development, rather than behaviour alone.

At Neufeld Aotearoa, our research focuses on attachment based child development. We explore how relationships shape children’s emotions, behaviour and learning. In this section, we share studies and projects that inform our work with parents, educators and professionals across Aotearoa New Zealand.

Our research focus

Our work starts with a simple idea: children grow best in safe, secure relationships. Because of this, we study how attachment links to mental health, behaviour and learning. We look at how caring adults can protect, guide and nurture children in everyday life.

In addition, we pay close attention to the pressures children face today. Many tamariki and rangatahi experience high levels of alarm, anxiety and frustration. Our research asks how attachment based child development can help them feel safe, seen and supported again.

Key themes in our research

Across different projects, several themes keep appearing. Together, they shape how we understand children and how we support the adults around them.

1. Relationships before behaviour
We study what happens when adults focus on the relationship first, rather than on behaviour alone. For example, we look at how strong adult–child connections reduce anxiety, aggression and shut-down. The findings help us offer practical steps for parents, teachers and practitioners.

2. Emotion as the driver of development
Our research also explores the role of emotion in development. We ask how children process feelings like sadness, alarm and frustration. In particular, we study how safe attachment relationships allow emotions to move, soften and integrate over time.

3. Contexts where children grow
In addition, we pay attention to the settings where children live and learn. These include homes, early childhood centres, schools and community spaces. We explore how adults in each setting can bring an attachment based child development lens into their daily practice.

How research informs practice in Aotearoa

We do not keep research on the shelf. Instead, we use it to support real people in real places across Aotearoa New Zealand. The studies we draw on shape the design of our courses, workshops and professional development.

For example, we use research findings when we:

design parenting courses and seminars
create resources for teachers and learning support staff
offer input to counsellors and other helping professionals
support organisations that want to build attachment-rich cultures

As a result, parents and professionals gain practical insights that match the realities they face with tamariki and rangatahi.

Our commitment to ongoing learning

Attachment based child development is a living, growing field. Therefore, we commit to ongoing learning and reflection. We keep engaging with international research from the Neufeld Institute and other sources. At the same time, we stay grounded in the unique context of Aotearoa New Zealand.

Over time, we will add more summaries, reflections and links to this page. In this way, we hope to make research accessible, readable and useful for anyone who cares for children and young people.

How you can use this research

You may be:

a parent or caregiver looking for clarity
a teacher or kaiako seeking fresh understanding
a counsellor, social worker or other professional wanting a solid framework

However you come to this page, our hope is the same. We want the lens of attachment based child development to help you make sense of the children in your care. We also hope it offers you relief, direction and renewed confidence as you walk with them.

The role of corrective emotions in the counsellor-client attachment

A model for processing emotions in therapy

Even though emotions are central in many counselling modalities, how best to work with emotions has not often been clearly articulated or practically presented for counsellors. This paper will outline a brief history of the science of emotion, highlighting the role of emotional regulation in the counsellor-client attachment and present a five-step model of working with emotions in therapy, adapted from the work of Canadian developmental psychologist, Gordon Neufeld. It provides a theoretical and practical framework for understanding the importance of a corrective emotional experience for the healing of attachments, especially in the context of therapeutic work with adult clients. Ruth's article is published in the British Journal of Guidance and Counselling.

Engaging the Disaffected Learner

Making teacher-student relationships count

The disaffected learner may be described as an underachiever with complex social, emotional and learning needs. Disaffection can correspond with a drop in engagement with learning and an increase in both passive and active behavioural disengagement, particularly as students enter secondary school. In the current dissertation it is argued that a positive teacher-student relationship is critical when engaging the disaffected learner. To explore this idea further, Neufeldâ€™s (2008) â€˜Teachability Factorâ€™ (an intervention that seeks to equip teachers to develop positive relationships with developmentally stuck disaffected learners), was implemented and evaluated, via a mixed method study design.

Effects of the Teachability Factor Professional Development Workshop

Teachers' Perceptions of Challenging Children in their Classroom

Within the extensive research literature on attachment neurobiology there is little empirical research on its application to education. The research suggests there is a significant relationship between being securely attached and oneâ€™s behavioural and academic outcomes, so the benefits of such an approach are potentially significant. While teachers have an increasing awareness of the importance of brain processes, neuroscience research has not been readily available to educators because it is such a new field. In this vacuum neuromyths have flourished based on pseudoscience and lack scientific validity. Therefore the need for an accurate translation of the empirical attachment research findings to education is urgently needed. This research tests whether Teachability Factor, an eight week session professional development course developed by the Neufeld Institute, is able to translate attachment neuroscience findings into an effective, evidence-based program for early childhood teachers.

Neufeld Institute Scientific Research Centre

To read further about international research connected with the Neufeld approach visit the Neufeld Institute Scientific Research Centre. The centre profiles the science behind the relational developmental approach as articulated by Dr. Gordon Neufeld. Here we collect the results of already published scientific research on specific topics that relational developmental psychology deals with. We hope that thanks to our activities, the availability of knowledge about the relational developmental approach will increase both in the scientific world, as well as with specialists and students.

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