The article presents a study which investigates on Reactive Attachment Disorder (RAD) and its challenges for the early identification and intervention within schools. It provides a synthesis of information and research regarding the characteristics, diagnosis, and interventions that are currently in practice in working with young children associated with RAD. It asserts that a key element to any intervention for children with RAD in the school environment must address self-regulation and that it is imperative that children with RAD should learn to regulate their feelings and actions. Moreover, it is also accounted that creating a reliable, predictable, and secure learning environment is essential when developing interventions for children with RAD.