{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,20]],"date-time":"2026-09-20T00:28:27Z","timestamp":1789864107699,"version":"4.0.1"},"reference-count":63,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,2,23]],"date-time":"2026-02-23T00:00:00Z","timestamp":1771804800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:p>Teachers, as key attachment adults in the school environment where children and adolescents spend substantial time, play a crucial supportive role in pupil\u2019s experiences of loneliness. This study captures teachers\u2019 perspectives on pupil loneliness through qualitative interviews with 16 primary and secondary school teachers (8 from England and 8 from China), covering pupils ages 6\u201318\u202fyears. Thematic analysis of those interviews uncovered four themes: Teachers as Key Attachment Figures in School Life, Teachers\u2019 Relational Work in Addressing the Social Dimensions of Loneliness, Professional and Institutional Barriers, and Teachers within a Multi-layered Attachment Ecology. Understanding teachers\u2019 perspectives helps to bridge the gap between research and practical application. The findings reveal various barriers that limit teachers\u2019 ability to alleviate pupil loneliness effectively; using socioecological model, we see those range from intrapersonal challenges, such as limited knowledge and reliance on rigid methods, to external factors like inadequate school resources and results-driven school policies. Despite those challenges, teachers wanted to support pupils who reported loneliness. Building on teachers\u2019 insights, we recommend addressing loneliness in schools by (1) integrating loneliness-specific interventions within a broader mental health framework, and (2) fostering a proactive, whole-school supportive climate. We outline a framework with four core elements\u2014Knowledge Development, Social and Emotional Skills, Communication and Collaboration, and Observation and Adaptation\u2014that should be incorporated into loneliness-focused teacher training programs. Including teachers from two countries allowed for a cross-cultural comparison of support strategies, underscoring the need for adaptable, universal frameworks and highlighting the importance of cultural sensitivity when developing interventions and sharing insights across cultural contexts.<\/jats:p>","DOI":"10.3389\/fpsyg.2026.1766329","type":"journal-article","created":{"date-parts":[[2026,2,23]],"date-time":"2026-02-23T06:37:00Z","timestamp":1771828620000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":2,"title":["\u201cA small change can make a huge difference\u201d: teachers\u2019 perceived roles, barriers, and strategies in tackling loneliness in schools"],"prefix":"10.3389","volume":"17","author":[{"given":"Yixuan","family":"Zheng","sequence":"first","affiliation":[{"name":"College of Teacher Education, Taishan University","place":["Tai\u2019an, China"]},{"name":"Manchester Institute of Education, University of Manchester","place":["Manchester, United Kingdom"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Charlotte","family":"Bagnall","sequence":"additional","affiliation":[{"name":"Manchester Institute of Education, University of Manchester","place":["Manchester, United Kingdom"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Caroline","family":"Bond","sequence":"additional","affiliation":[{"name":"Manchester Institute of Education, University of Manchester","place":["Manchester, United Kingdom"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Elizabeth","family":"Birchinall","sequence":"additional","affiliation":[{"name":"Manchester Institute of Education, University of Manchester","place":["Manchester, United Kingdom"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Pamela","family":"Qualter","sequence":"additional","affiliation":[{"name":"Manchester Institute of Education, University of Manchester","place":["Manchester, United Kingdom"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,2,23]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"141","DOI":"10.1111\/pere.12116","article-title":"Four-model approach to adolescent\u2013parent attachment relationships and adolescents\u2019 loneliness, school belonging, and teacher appraisal","volume":"23","author":"Al-Yagon","year":"2016","journal-title":"Pers. 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