The effective practice of school psychology requires a strong research and theoretical base, a framework that encompasses developmental processes and outcomes, both adaptive and maladaptive, which facilitates assessment and intervention and offers insight into classroom and family dynamics. Attachment theory provides the school psychologist with just such a framework. In the present article we provide a brief overview of attachment theory and describe risk factors for development of insecure attachment. Behavioral trajectories of children and adolescents according to attachment classification are discussed. Finally, student-teacher interactions within an attachment perspective and implications for interventions are presented. (Contains 1 figure.)