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