Although there is considerable evidence linking the security of children's attachment to their mothers to child competence and adaptive functioning, the distinct picture of adjustment problems characteristic of each pattern of insecure attachment has received less research attention, especially during middle childhood. This study examined the concurrent associations between the child's representation of the mother-child attachment relationship and adaptive functioning in the school during middle childhood. Participating were 113 fourth and fifth graders; subjects were given the Doll Story completion task, which had been modified for their use. Based on this measure, children were classified as secure, avoidant, ambivalent, or disorganized with regard to attachment representation. Teachers assessed each child's academic achievement, emotional and social adjustment, and frequency of behavior problems. Each participating class underwent a sociometric procedure. The findings indicated that secure children showed better adjustment to school as reflected in teachers' reports of scholastic, emotional, social, and behavioral adjustment, as well as in peer-rated social status. Discriminant analyses allowed identification of distinct profiles of problems for each insecure attachment representation prototype. Almost 94 percent of the subjects were correctly classified into their attachment representation prototype. (KB)