Nurture groups and self esteem :a study exploring the role and effectiveness of nurture groups in addressing children's and older students' self-esteem

Abstract

This study considers the effectiveness and role of Nurture Groups in addressing children's and older students' self-esteem. It is suggested that self-esteem is nebulous in the field, calling for a re-conceptualisation. In light of existing models of self-esteem, the Nurture Group literature is systematically reviewed to ascertain Nurture Groups' effectiveness in promoting academic self-esteem specifically. Following the application of criteria, eleven quantitative, qualitative and mixed-method studies are analysed. Findings suggest that there is limited rigorous research and an emphasis on younger children. There is little evidence that Nurture Groups lead to increased academic competency and modest evidence of increased academic engagement. Children's reflection on learning cannot be gauged. It is argued that more varied, rigorous research is required and greater clarity needed among Nurture Group staff with regards to group goals and their role in bringing these about. In light of this, Nurture Group staff perspectives on the goals and practice within a Key Stage 3 Nurture Group are explored. Self- esteem is again examined and a multi-dimensional model of the development of self-esteem proposed. Nurture Group staff views are mapped onto this model. Findings highlight that staff view self-esteem as both inherent and as developing through experience, with an emphasis upon the latter. Findings suggest that staff predominantly view their role as impacting on students' self -appraisal, incorporating the specific areas of: personal behaviour management; inter-personal skills; and academic engagement. The study highlights that staff within this Nurture Group address self-esteem within these domains in several capacities, to differing extents. Suggested implications for staff are: the requirement to adhere to a rnulti-dirnenslonal model of self- esteem; the need to promote students' academic self-esteem in particular; as well as to work closely with students' social contexts. Findings have implications for training and practice and are therefore pertinent for pastoral managers and decision-makers.