Sharing Student Projects

This study explored the impact of NG provision and nurture principles from the perspectives of teaching staff. Research has shown the potential benefits of the implementation of nurture groups (NGs) and nurture principles for children’s social and emotional wellbeing. There are also many government policies showing the importance of providing safe, nurturing environments for children to learn in. Despite this knowledge, many schools continue to use punitive approaches as opposed to those which are restorative or nurturing in approach. The target population were various members of teaching staff located across the UK with an understanding of nurture provision within their school setting. The sample included ten participants with varying roles such as teachers, nurture leaders and educational consultants. Participants were interviewed via zoom to address the research questions of study which included: the impact on class teachers, children with social, emotional, mental health (SEMH) needs, the class climate and challenges surrounding nurture provision. The findings suggest that implementation of NGs and nurture principles can support teacher wellbeing, social and emotional development of pupils with SEMH needs, and improve the classroom environment in various ways. Challenges surrounding nurture provision were identified, including barriers to communication and perception from school staff. Findings of this study were consistent with those of relevant research which highlighted the numerous benefits of nurture provision which include improved social and emotional communication skills, attainment, and the importance of whole-school approaches. Future research could explore the perspectives of pupils with SEMH needs and their families to gain a further insight into the importance of nurture provision.

As there is more responsibility on schools and staff to support the mental health and wellbeing of pupils in education, there is a need for more research to understand effective ways of supporting students and benefits associated with different interventions. There are many impacts of this study on areas such as impacts on school approaches, teacher support and general policies and practice within education. This research will benefit schools as it encourages the use of nurturing approaches as opposed to punitive approaches, which have been shown to be detrimental to children’s wellbeing. By encouraging a shift in the way teachers respond to challenging behaviour and understanding the nurture principle ‘all behaviour is communication’, children will be able to reach their full potential. This study has many educational benefits such as showing the need for nurturing and safe environments, an understanding of attachment and the creation of more restorative nurturing policies. This would also be beneficial for teaching staff and schools as it encourages awareness and understanding of effective ways to utilise nurture principles to support all students in the school, in particular those with SEMH needs. This would create a whole-school inclusive environment. It is hoped that this research study will encourage teaching staff and school SLT to re-evaluate their strategies in terms of managing and supporting children’s behaviour, given the findings regarding nurturing approaches.