Ensuring secure and safe environments is crucial for fostering children's emotional growth, preparing them to become prosocial adults and future leaders. Children who remain close to their attachment figures are more likely to receive comfort and protection, and as a result, have a higher chance of surviving into adulthood. Studies suggest that most students in township schools in South Africa come from insecure attachment backgrounds, which can result in challenging relationships with family members. The current study aimed to investigate psychological support for secure base for learners from insecure-parent attachments in Sedibeng West Township schools, Gauteng province of South Africa. Within a qualitative research methodology, the study was guided by multiple case study research design. The sample size comprised 6 Life-Orientation teachers, 18 grade 10 learners, and 3 deputy principals from 3 selected secondary schools in the Sedibeng West district, South Africa. The participants were sampled using the purposive sampling technique. The semi-structured interviews were used to collect data and analyzed using thematic framework. The findings indicated that the psychological support that were adopted by teachers to assist learners from insecure parent-child attachments include, positive reinforcement, positive psychology training, responsiveness to learners and provision of individualized learning. The study concludes that despite the efforts by teachers to provide secure bases for learners, there is inadequate psychological support for learners from insecure parent-child attachments. The study recommends on training parents in effective parenting techniques and raising awareness in the community about creating secure homes.

Keywords: Psychological support, secure base, learners, insecure attachments, South Africa, schools.