It is a statistical likelihood that a child who has suffered trauma (see Trauma) of some kind is sitting in every classroom in America. In addition, we see the effects of inadequate attachment (see Attachment) in the attention-seeking children every single day. Our go-to has been to develop strategies to encourage independence, but this is the exact opposite of what these children need. Other inexplicable behavior may well be the result of trauma triggers. Students who appear to be different children (sometimes animals) from day to day, hour to hour may be utilizing dissociative coping strategies (See Complex Developmental Trauma). Without understanding the effects of early childhood trauma and inadequate attachment, "management" strategies are very likely proving to be ineffective--especially if they are built upon a cognitive-based behavior control premise.