This article is a position paper drawing on the findings of several studies into attachment-aware approaches in schools and other settings. In seeking to promote pedagogical positions that place greater emphasis on the emotional landscape of students, the authors locate this in an historical perspective. They outline the ways in which educationalists have come to separate the "learning" being from the "feeling" being, to the extent of evolving separate discourses on behaviour and wellbeing. On the contrary, the authors contend that these elements are intertwined, a reality that needs to be understood at policy level for 'outcomes' to change radically. They frame their argument in the light of conclusions drawn from studies in which they were involved of attachment-awareness and emotion-coaching approaches (2011-2017). The authors' position is further informed by research exploring attitudes of excluded youngsters towards education (2015-2016), and also in light of the wider international literature around progressive education.