Children who have experienced trauma in their early years frequently present with challenges in emotional regulation, social engagement, communication, and learning readiness. Experiences such as abuse, neglect, family violence, parental substance misuse, and disrupted caregiving relationships can significantly impact neurological development and the child’s capacity to form secure relationships. Within early childhood education settings, these impacts are often expressed through dysregulated behaviour, difficulties with transitions, heightened anxiety, withdrawal, aggression, and reduced capacity to engage in play-based learning. As health and education professionals increasingly work alongside children with complex developmental and emotional needs, there is growing recognition of the importance of relationship-based approaches that prioritise safety, connection, and co-regulation. In the presentation we will explore the application of attachment theory, with a particular focus on the importance of the Circle of Security framework in supporting preschool-aged children with trauma backgrounds within our HSQ Early Education Program. Drawing on contemporary trauma-informed practice and attachment research, the presentation highlights how secure relationships with responsive adults can mitigate the effects of early adversity and support positive developmental outcomes. We assess each child using various tools in Term 1 to ascertain their current developmental level and then again in Term 4 to determine their degree of progress. Attachment theory emphasises the importance of secure emotional bonds in shaping a child’s sense of safety, self-worth, and capacity to explore the world. For children who have experienced disrupted attachment relationships, the early learning environment can become a critical setting to model and implement positive relational experiences. Circle of Security provides educators and practitioners with a practical and accessible framework for understanding children’s emotional needs and responding with attuned, consistent, and nurturing interactions. By focusing on concepts such as “being with” children in their emotional experiences, supporting exploration, and providing safe emotional containment, the framework strengthens the relational capacity of adults working with vulnerable children. We will discuss how Circle of Security principles can be embedded into daily preschool practice through predictable routines, emotionally responsive interactions, co-regulation strategies, and reflective practice. Particular attention will be given to the role of educators in recognising the meaning behind children’s behaviour and responding through a lens of curiosity rather than compliance. Case study examples from trauma-informed early education settings will demonstrate how attachment-based approaches can improve children’s emotional wellbeing, engagement in learning, peer relationships, and capacity for self-regulation over time. Importantly, we will examine the benefits of interdisciplinary collaboration between health professionals, educators, and families in creating consistent relational experiences for children. The integration of attachment-informed language and strategies across settings can strengthen outcomes and support long-term resilience. Attachment theory and Circle of Security are not supplementary approaches but essential foundations for effective trauma-informed practice in early childhood settings. By prioritising relationships as the primary vehicle for healing and learning, educators and health professionals can create environments where children who have experienced trauma feel safe enough to connect, regulate, and thrive.