The focus of this article is on children who are "looked after" or adopted. Specifically it explores some of the possible effects of early life traumas and insecure attachments on brain development and subsequent learning in primary school. The article draws on a range of research which helps to outline possible difficulties which these children may encounter, and behaviours which they may display. The article is not intended in any way to label these children within a deficit model, but to help those involved in their education to gain greater insight into the possible causes of their differences. The article examines how brain development may be influenced by early life trauma, how children who have been "looked after" or adopted often have difficulties with forming and sustaining relationships with peers and adults and how issues related to self-esteem and learning behaviours and skills can be supported in the classroom. Furthermore, it identifies the importance of considering the special needs' framework for these children and how a range of multi-professional support may be essential. (Contains 1 table.)