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

Abstract

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.

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