Background: Attachment theory provides a useful theoretical framework in explanation of socioemotional problems among students with learning disorder. In this regard, the quality of attachment is proposed as a risk or protective factor in explaining the behavioral and socioemotional maladjustments in this group. In line with the theory of Bowlby, internal working model develops essentially based on early relationships with caregivers and gradually spread to the special and new attachment relationships with others, including the teacher. Establishment and maintaining such relationships have a special effect on adjustment and developing socioemotional performance among students with learning disorder.

Conclusion: Accordingly, with respect to the role of attachment in explaining the socioemotional problems among children with learning disorder, attachment theory can be used as a framework for development of effective interventions to reduce the socioemotional problems in these children. Clinical applications and practical implications of attachment researches that focus on improvement the quality of parent-child attachment relationships, empowerment of mothers, improvement of children coping resources and promotion of teacher-student relationships were described in the text.