Helping Children Thrive at School: The Effectiveness of Nurture Groups

Sanders, Tracey

doi:10.1080/02667360601154600

Cited by 40 publications

(68 citation statements)

References 3 publications

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“…There is now a sizeable evidence base that indicates that primary school Nurture Groups are effective (Binnie and Allen 2008;Swain 2000a, 2000b;Cooper, Arnold, and Boyd 2001;Cooper and Lovey 1999;Cooper and Tiknaz 2005;Cooper and Whitebread 2007;Gerrard 2006;Iszatt and Wasilewska 1997;Lee and Scott 2009;O'Connor and Colwell 2002;Reynolds, MacKay and Kearney 2009;Sanders 2007;Seth-Smith et al 2010). This evidence base indicates that Nurture Groups can have significant positive impact on a child's SEBD, and have an impact on the acquisition of basic skills such as literacy.…”

Section: Evidence Base For Secondary School Nurture Groupsmentioning

confidence: 95%

The role and contribution of Nurture Groups in secondary schools: perceptions of children, parents and staff

Garner¹,

Miles

2011

Emotional and Behavioural Difficulties

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Section: Evidence Base For Secondary School Nurture Groupsmentioning

confidence: 95%

The role and contribution of Nurture Groups in secondary schools: perceptions of children, parents and staff

Garner¹,

Miles

2011

Emotional and Behavioural Difficulties

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“…The class has designated areas and involves activities that are designed to foster social development, clear communication, supporting and caring relationships, cooperation and positive interactions, as well as core curriculum areas (Boxall 2002). Sanders (2007) reports that children attending a nurture group provision made significantly greater emotional and behavioural gains compared to a matched sample of primary school children, with similar levels of need, who attended a primary school without a nurture group.…”

Section: Psychodynamic Approachesmentioning

confidence: 96%

Classroom behaviour management: educational psychologists' views on effective practice

Hart¹

2010

Emotional and Behavioural Difficulties

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The behaviour of children and young people in schools is a perennial concern to educators and the wider public alike. It also represents a significant focus for the work of educational psychologists (EPs). Research evidence has identified a number of strategies that teachers, students and school inspectors believe contribute to effective classroom behaviour management (CBM). Psychological theory has also been used to inform approaches to CBM. This study focuses on EPs' views about effective CBM. EPs within one educational psychology service completed an activity which involved them identifying strategies they considered were most effective for CBM. Their responses were analysed using thematic analysis. A number of psychological functions or mechanisms underlying effective CBM strategies were identified. Based on these mechanisms an approach to CBM is advocated which draws from differing psychological paradigms and principles, and which suggests that effective CBM strategies and practices should be implemented at different systemic levels. Limitations of the present study and possibilities for future research are discussed.

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“…The majority of the studies (n = 11) focused on NGs set up in infant and primary schools (Bani 2011;Binnie and Allen 2008;Colwell and O'Connor 2003;Cooper, Arnold, and Boyd 2001;Cooper and Whitebread 2007;Doyle 2005;O'Connor and Colwell 2002;Reynolds, MacKay, and Kearney 2009;Sanders 2007;Scott and Lee 2009;Seth-Smith et al 2010). One study reported on a NG adapted for secondary school children in years 7 and 8 (Cooke, Yeomans, and Parkes 2008), whilst another included findings from one secondary school (Cooper and Whitebread 2007).…”

Section: Age Groupmentioning

confidence: 98%

“…Six of the studies stated that the NGs being evaluated adhered to the 'classic' model (Bani 2011;Cooper, Arnold, and Sanders' (2007) study it was stated that the majority of NG children in the infant school pilot project attended on a part-time basis, but it was not clear whether the NGs in the other two schools were also part-time groups. Cooke, Yeomans, and Parkes (2008) reported on an NG set up in a secondary school which had been adapted by including discussions around adolescent issues as well as the addition of suitable craft activities and an allocated time for saying goodbye at the end of the session.…”

Section: Type Of Nurture Groupmentioning

confidence: 98%

The effectiveness of nurture groups: a systematic review

Hughes

Schlösser

2014

Emotional and Behavioural Difficulties

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Children with emotional difficulties often experience problems at school in terms of academic progress and within peer relationships. They are also more likely to continue to experience emotional problems in their adult lives. Nurture groups (NGs) were developed in the 1960s by the educational psychologist Majorie Boxall and their aim is to improve the emotional well-being of children who are struggling, through providing them with reparative attachment experiences. This review aims to evaluate the effectiveness of NGs. Eleven papers examining the effectiveness of NGs were included, as well as two papers which explore the particular communication styles adopted by NG teachers. There was evidence that NGs are effective in improving the emotional wellbeing of children, but there is a need for higher quality and longitudinal research. There is a paucity of research into secondary school NGs. The review highlighted the NG teachers' use of more positive verbal and non-verbal behaviour. Implications for future research are discussed.

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Helping Children Thrive at School: The Effectiveness of Nurture Groups

Cited by 40 publications

References 3 publications

The role and contribution of Nurture Groups in secondary schools: perceptions of children, parents and staff

The role and contribution of Nurture Groups in secondary schools: perceptions of children, parents and staff

Classroom behaviour management: educational psychologists' views on effective practice

The effectiveness of nurture groups: a systematic review

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