59. For previously looked-after children, designated teachers should work with senior leaders in the school, the officer responsible for links with mental health services where the school has one, and parents and carers to put in place mechanisms for understanding the emotional and behavioural needs of this group of children. The SDQ could be applied to previously looked-after children and their parents where the child’s parents or guardian supports its use. 17 Being “attachment aware”, i.e. ensuring that the school understands attachment theory and the impact of attachment disorders on a child’s emotional development and learning and adopts a whole school approach to identifying and supporting pupils with attachment difficulties. 27 60. Designated teachers may find it helpful to refer to the following documents with respect to supporting looked-after and previously looked-after children’s mental health. • Mental health and behaviour in schools • Promoting-the-health-and-wellbeing-of-looked-after-children • Children’s attachment: attachment in children and young people who are adopted from care, in care or at high risk of going into care • Improving mental health support for our children and young people • Transforming children and young people’s mental health provision: a green paper 28 What might supporting the mental health of looked-after and previously looked-after children look like? The school’s looked-after students also have a range of mental health issues, not only themselves but often impacted by their parent’s issues. Some have been known to self- harm, have substance misuse or be at high risk of child sexual exploitation (CSE). They often are from families where parenting capacity and family relationships also affect their emotional wellbeing. The school ha