Understanding nurturing practices — a comparison of the use of strategies likely to enhance self-esteem in nurture groups and normal classrooms

Nurture groups are now being established in many parts of the UK, as research evidence continues to confirm both their effectiveness and cost-efficiency in helping children with emotional and behavioural difficulties to remain within mainstream schools. Their conceptual framework is based on Bowlby's attachment theory, in which impaired early care is seen to have led to low self-esteem, mistrust of others and behaviour that impedes success in school. The nurture group provides the opportunity to re-experience early nurturing in a warm and accepting environment, which fosters positive self-regard and the development of secure relationships with the nurture group staff. The study reported in this article sought to determine a reason for the effectiveness of this early intervention by focusing on the enhancement of self-esteem. John Colwell, Senior Lecturer in Psychology at De Montfort University, and Tina O'Connor, a teacher at Oakthorpe Primary School in the London Borough of Enfield, conducted an observational study of nurture groups and normal classrooms in order to compare climates in terms of self-esteem enhancement strategies. Results confirmed that teachers' verbal and non-verbal communications in the nurture group were much more positive and more likely to enhance the self-esteem of pupils. In contrast, the communications of normal classroom teachers were found to be less likely to create an environment conducive to fostering positive self-esteem. The authors conclude that their evidence supports conceptual explanations of the effectiveness of nurture groups and propose that mainstream schools could become more inclusive if whole-school nurturing approaches were adopted.     

A school-based intervention on elementary students’ school engagement

Prior research has reported signs of low engagement in the early stages of schooling. The present study assessed the effectiveness of a school-based intervention that promotes cognitive, emotional, and behavioral engagement in elementary school children through a story tool. The study followed a cluster-randomized design with 259 fourth graders nested in 12 classes; the classes, not the individuals, were randomly assigned to an intervention or control group. Both groups were assessed in four waves in two measures for each engagement dimension. Data were analyzed with a multilevel approach. Findings show that the intervention enhanced students’ cognitive, emotional, and behavioral engagement. Still, there is a delay before the intervention program exhibits a beneficial effect.Moreover, gender discrepancies were found. Before the intervention, girls showed higher cognitive and emotional engagement, but boys exhibited higher emotional engagement after the intervention. In addition, current results indicate that the program benefited the boys more than the girls. Finally, there was no evidence that the engagement outcomes differed depending on the parent’s educational level. Findings provide valuable information for future research and educational practice.     

The nurture teacher: characteristics,challenges and training

The nurture approach is a form of educational intervention for children with social, emotional and behavioural difficulties (SEBD). Utilising a unique example of a state‐run, special ‘nurturing’ primary school, Corinne Syrnyk, of St Mary's University College, Calgary, presents a case study of the experience of being a ‘nurture teacher’ in this distinctive environment. Findings suggest that nurture teachers value their role and are fulfilled by the challenge it presents. Nurture teachers tended to define their role according to personal qualities and described experiential learning as tantamount to the training process. This study illustrates the holistic approach adopted by nurture teachers and sheds light on the distinguishing features and experiences of nurture teachers. Implications for best practice concerning the support and training of existing and potential nurture teachers are discussed.     

The introduction of nurture groups in Maltese schools: a method of promoting inclusive education

Against the background of increasing stress and pressures in young people's lives and their apparent manifestation in social, emotional and behavioural problems in schools, there has been a renewed interest in nurture groups as an educational intervention. Nurture groups are designed to address the unmet social and emotional needs of young children and provide them with the necessary skills and competencies for productive engagement in schooling. This article written by Carmel Cefai and Paul Cooper, who are, respectively, the Director and Visiting Professor at the European Centre for Emotional Resilience and Socio Emotional Health at the University of Malta, discusses the recent introduction of nurture groups in the primary sector in Malta, showing how they both extend the capacity of primary schools to become more inclusive, and to develop into resource centres for emotional literacy and parental education. A challenge perceived to lie ahead is to develop an intervention model that is adapted to the needs and values of the local educational context while remaining faithful to the theoretically sound principles and practices of therapeutic education.     

Assessing effectiveness of nurture groups in Northern Scotland

The aim of this small‐scale study was to assess the effectiveness of nurture groups in Northern Scotland. Data were collected from children (N = 19) and staff (N = 5) from three nurture groups. Pre‐ and post‐nurture group Boxall Profile information was also assessed for 33 children across two of the nurture groups. Analysis of the Boxall Profiles found that nurture group children had made significant gains. The majority of children reported that they feel happy and enjoy attending the nurture groups. Nurture group staff reported improvements in the children, and that parents are positive about the nurture groups. However, staff did report a number of challenges that the nurture group face. Overall, this study contributes to the evidence that nurture groups can be an effective intervention for improving social, emotional and behavioural outcomes for children.     

Early childhood education and care educators supporting parent-child relationships: a systematic literature review

Building strong relationships between children and parents is vital for children’s social and emotional development. A majority of children attend early childhood education and care (ECEC) settings where they experience a range of relationships (educator–child, educator–parent, parent–child). Educators build relationships with children and parents, yet their influence on parent–child relationships is not well understood. Therefore, an evaluation of interventions/programs designed to promote parent–child relationships in ECEC settings (long day care, occasional care and preschool) and a range of settings (play groups, community groups and health centres) was conducted. The search revealed 21 peer-reviewed studies and seven interventions: two conducted in ECEC settings and five in a range of parent–child support settings. All studies reported intervention efficacy, yet none examined educators’ influence on parent–child relationships. Investigation into current educator practices is recommended to ensure educators are supported to promote and nurture parent–child relationships, consequently strengthening children’s social and emotional development.     

The use and frequency of verbal and non-verbal praise in nurture groups

Nurture groups are a form of provision for children with social, emotional, behavioural and learning difficulties. The study examines the interactions between children and staff – in particular, the frequency and effects of verbal and non-verbal praise – and discusses how this contributes to its effectiveness as a positive intervention instrument for all children. Results from structured observations confirmed that interactions in four nurture groups were positive and likely to enhance the self-esteem of pupils. Staff in all nurture groups used a higher frequency of specific verbal praise compared to non-verbal praise, despite results from children's responses to praise revealing that nearly a half of the children responded to non-verbal praise by continuing with appropriate behaviours. An interesting and unexpected finding revealed that as time passed the frequency of both verbal and non-verbal praise reduced. The study highlights how the frequency of certain behaviours such as non-verbal praise can impact on children's behaviour.     

Whole school support for vulnerable children: the evaluation of a part‐time nurture group

The positive impact that nurture groups can offer is well documented. This study aims to describe the evaluation of a nurture group intervention across six schools. In contrast to previous research, children accessed the group for a maximum of four mornings per week. The findings show that this model did not comprise the gains reported in previous studies. The results show a significant positive effect on the children with reference to their behaviour both in school and at home. In addition, the intervention appears to have contributed further to the whole school system. Schools reported an improved ethos and an increased capacity to support children with social and emotional difficulties. This paper concludes by considering the new Scottish Curriculum guidelines A curriculum for excellence and whether the principles and theoretical underpinnings of nurture groups can be fully integrated into a mainstream environment.     

Developing the nurturing school

Abstract

This article describes how establishing a nurture group in a challenging infant school had a profound effect on whole school development. Since May 2000 the nurture group has been the hub of an evolutionary process, which the author was able to experience at first hand as the nurture group teacher. Under her guidance, all mainstream classrooms became increasingly nurturing and the impact of the nurture group practices became entrenched in the policies and practices of the whole school. This has had a significant, positive impact for a number of the most vulnerable pupils with social, emotional and behavioural difficulties and their mainstream peers. The mainstream application of these principles supported the school's evolution from special measures in 1997 to its current position, judged by Ofsted as a good school, representing good value for money and very effective in helping pupils with special educational needs.     

Helping Children Thrive at School: The Effectiveness of Nurture Groups

This paper describes a nurture group pilot project that took place in three schools in Hampshire. Results suggested that children in the nurture groups made significant social and emotional gains after attending a group. These gains were recognised by the children themselves and their parents. They were also generalised into the classroom. Teachers at the end of the pilot project felt more empowered to meet the needs of children presenting with social, emotional and behavioural difficulties. This paper concludes by identifying factors which contribute to the success of nurture groups and highlights future research issues.     

Secondary school educational practitioners’ experiences of school attendance problems and interventions to address them: a qualitative study

School attendance problems are associated with a range of adverse consequences, and educational practitioners play a role in identifying and responding to attendance problems. This qualitative study explored educational practitioners’ experiences of working with students with attendance problems and interventions to address them. Focus groups were conducted with sixteen practitioners across three secondary schools. Data were analysed using thematic analysis. Attendance problems were considered resource-intensive and emotionally challenging. Practitioners expressed difficulty understanding causes, although individual/family factors were emphasised over school factors. A range of interventions were described, including adaptations to school context and providing emotional support. Views on punitive approaches were mixed. Individualised interventions implemented at the first sign of problems, and a team approach, were considered important. Findings highlight the important role of educational practitioners in identifying attendance problems and implementing interventions. Recommendations include early intervention, team-work, and emotional support for students with, and staff responding to, attendance problems.     

‘It’s small steps,but that leads to bigger changes’: evaluation of a nurture group intervention

This article presents the results of a small-scale research project that aimed to evaluate the effectiveness of a part-time nurture group recently established in one primary school. Qualitative interviews were used to gather staff, pupil and parental perceptions about the nurture group. These focused not only on what difference the nurture group was making to the pupils concerned but also on views about what factors contributed to noted changes. All stakeholder groups identified areas of development for nurture group pupils. These included improved social skills, growth in personal confidence, greater engagement with academic tasks and fewer incidences of undesirable behaviour. The evidence suggests that the nurture group offered an effective way of supporting the social, emotional and behavioural skills of a group of ‘at-risk’ pupils. Nine practices thought to be important in achieving these outcomes are highlighted.     

Beyond the ‘classic’ nurture group model: an evaluation of part‐time and cross‐age nurture groups in a Scottish local authority

This study begins to explore ways in which the principles underpinning the traditional ‘nurture group’ model could be altered and age ranges extended while continuing to deliver the proven success of nurture groups in promoting children's social and emotional development. Part‐time nurture groups were established in four different primary schools within the same council area. A total of 25 pupils ranging from age four to ten years attended the nurture groups for the 2006/7 school session and a control group was established within each school. All fifty children were tested using the Boxall Profile, literacy, numeracy and motor skills baseline assessments at pre‐, mid‐ and post‐nurture group intervention. Analysis of the results showed that for the children who had received a part‐time nurture group experience, statistically significant gains were made in the areas of development assessed by the Boxall Profile. Gains were also made in the areas of literacy, numeracy and motor skills; however, these gains were not at a statistically significant level. Results also show that the younger the pupil accessed the nurture group, the more significant gains were made in the measures used.     

Parental perspectives on nurture groups: the potential for engagement

Nurture groups have been identified as supportive and potentially effective provision for young people with troubled patterns of social, emotional and behavioural development, and a specific literature has emerged in relation to understanding their functioning. The work outlined here derives from an exploratory study by Valerie Taylor, a senior educational psychologist in Staffordshire, and Anthea Gulliford, from the University of Nottingham, describing and analysing the relationship between nurture group working and children's behaviour as perceived by adults involved, using qualitative approaches. Drawing upon grounded theory methods, the investigation commenced with an exploration of the relationship between nurture group attendance and children's behaviour. The grounded theory which emerged encompassed a strong vein of data relating to what could be described as parental engagement. It is this strand which is explored here, and consideration is given to the potential for facilitation of the home–school dialogue in the nurture group context, with reference to commentaries regarding parental participation and home–school engagement.     

Narrative therapy with an adolescent who self-cuts: a case example

The National Institute for Clinical Excellence identifies educational psychologists as appropriate specialists to deliver interventions to promote the emotional well-being of children and families. A role for practitioner educational psychologists in providing specific therapeutic interventions has also been proposed by commentators. The present study reports an evaluative case study of a narrative therapy intervention with a young person who self-harms. The analysis of data suggests that the narrative therapy intervention was effectively implemented and resulted in attributable gains in emotional well-being, resilience and behaviour for the young person. The authors discuss the role of the educational psychologist in delivering specific therapeutic interventions within a local authority context and school-based setting. Consideration is also made of the development of the evidence base for the effectiveness of narrative therapy intervention with young people who self-harm.     

The effectiveness and rationale of the 'nurture group' approach to helping children with emotional and behavioural difficulties remain within mainstream education

Researchers, policy makers and practitioners continue to be interested in the impact of nurture groups on the inclusion of young children with emotional and behavioural difficulties in mainstream schools. Nurture groups were originally established in schools in the London Borough of Enfield in the 1980s and it is now possible to review evidence of their effectiveness in both the short and long term. In this article, Tina O'lConnor, teacher at Oakthorpe Primary School, London Borough of Enfield, and John Colwell, Senior Lecturer in Psychology at De Montfort University, compare scores on the Developmental Diagnostic Profile for a sample of pupils on entry to a nurture group; on exit; and after at least two years of mainstream reintegration. Their work reveals evidence of improvements in both the short and long term. In discussing their findings, the authors call for more in-depth, longitudinal research into nurture groups and the development and impact of whole school nurturing approaches.     

Supporting children with motor skills difficulties: an initial evaluation of the Manchester Motor Skills Programme

Children with motor difficulties are a very varied group. In order to target interventions more effectively researchers have attempted to identify specific sub‐groups; however, attempts to identify sub‐groups and provide interventions accordingly have met with limited success. Currently interventions can be classified into two main types, namely, general abilities and normative functional approaches. The current study outlines the Manchester Motor Skills Programme (MMSP), which adopts a normative functional approach and has been developed jointly by educational psychologists (EPs), specialist teachers and schools. In order to evaluate the effectiveness of the MMSP a quasi‐experimental repeated measures study was undertaken involving 24 children. The quasi‐experimental study yielded a medium effect size, which is a promising result for a naturalistic intervention. Methodological limitations and areas of future research are considered and identified.     

Rethinking Nature and Nurture in Education

This paper evaluates how our understanding of natural talent affects questions of educational justice. We argue that education debates currently suffer from a naïve understanding of ‘nature versus nurture’ and present a more rigorous approach that allows us to see what is required for fair treatment of students. As it stands, there is controversy over the extent to which a student's achievements are a result of their natural talent, as opposed to the quality of their education. For those on the nature side of the debate, students who are performing poorly just are not cut out for academic life, and redoubling efforts at furthering their education is both a waste of resources for society and pointless torture for the student. For those on the nurture side, failing students are a sign of a failing education system. To make progress on educational justice, we must move away from attempts to simply assign proportional influence to natural talent and education, respectively, and instead look at the broader landscape of individual reactions to a range of educational environments.     

Scallywags – an evaluation of a service targeting conduct disorders at school and at home

Conduct disorder (CD) is one of the most common childhood psychiatric disorders. Some research has focused on reducing conduct difficulties through parent training programmes. However, there has been limited research focusing on early intervention services that deal with emotional and/or conduct problems in a community setting. The aim of this study was to evaluate the overall effectiveness of the Scallywags service, a multi‐component, early intervention scheme, offering support in the educational and home setting. A total of 411 children, aged 3 to 7 years, was included in this study. Two behaviour inventories were used as the outcome measures. Parents and teachers completed these pre, post, and six months after the intervention. Results demonstrate significant decreases in child conduct problems after the six months intervention, with this change maintained six months later. This study adds to growing research illustrating the importance of multi‐component, early intervention schemes to reduce child conduct problems.