An examination of the factors connected with social, emotional and behavioural changes in Nurture Group pupils and an exploration of pupils' experiences

Abstract

This review examined the effectiveness of Nurture Groups (NGs) for improving the SEBD of mainstream primary children by focusing on the primary review question, “What is known about the effectiveness of NGs to support pupils with social, emotional and behavioural difficulties in mainstream classrooms?” The review employed the seven stage methodology described by Petticrew and Roberts (2006) and initial screening achieved a systematic map of twenty studies. The refocusing of the review question into two separate questions allowed seven quantitative studies for the in-depth review. These studies were analysed according to an adapted framework by Cole (2008) and were synthesised on the basis of experimental design; outcomes and effectiveness and short term effects of NGs. All studies found evidence of significant short-term improvements in SEBD outcomes for mainstream NG children using reported scores on the Boxall Profile while the majority of studies found NGs to be effective directly post intervention using scores on the Strengths and Difficulties Questionnaire. These findings were consistent with the examination of effect sizes using data from three out of the seven studies which were in the medium to large range. As only one study provided follow-up data for the long term SEBD outcomes (Cooper and Whitebread, 2007), the review focused on short term effects and did not consider maintained change of NGs. Results are interpreted with caution due to variability in the methodological quality of studies and design limitations (very small sample sizes, lack of randomised control groups). The absence of commonality in statistical reporting also precludes any strong claims for the effectiveness of NGs from existing studies. The review concludes with suggestions for researchers, policy makers and those involved with NGs attempting to improve the SEBD outcomes for mainstream pupils.