Research Projects

Support for Learning: The impact of introducing relational approaches into four primary schools

In this two-year project, four participating primary schools received training, support and investment to develop relational approaches and nurturing practices in their settings. The investment included funding for a nurture group, training for nurture group staff, and whole-school training in attachment theory, neuroscience and emotion coaching.

Longitudinal Scoping Project

What happens after leaving residential childcare? This scoping project is planning the mixed methods design for a pilot study of young people's lived experiences and outcomes after leaving residential care at the Mulberry Bush.

Developing methodologies for tracking the social and emotional development of traumatised children

Awarded the Mulberry Bush Studentship 2022, this research is developing our understanding of how to assess children's social and emotional development, particularly for those who have experienced trauma, so that practitioners can understand and help a child in practical ways.

The Beacon Pilot Project Learning Evaluation

The aim of this research was to establish and embed a sustainable school approach to the social and emotional development, mental health and wellbeing of children and young people, both through specialist provision for individuals needing particular support and through universal provision for the entire school community.

An evidence based guide to opening a successful secondary school nurture group

This project explored what was needed to run a successful nurture group in a secondary school, examining what a secondary nurture group could look like and what the challenges could be.

Embedding reflective practice into the foster care role

A research article on retaining foster carers during challenging times, and the benefits of embedding reflective practice into the foster care role.

PLAY-toh and other thinklings – deepening the culture of inquiry in a children’s therapeutic community.

Critical thinking skills are crucial to education, as opposed to mere instruction, and to developing the civic qualities needed for effective participation in social life. This project is investigating how regular sessions of co-operative philosophical inquiry can deepen engagement and sustain a culture of inquiry within a living and learning environment.

Emotional Security in the Classroom project

Creating an emotionally secure learning environment is vital for care-experienced young children. The elements needed are linked to trusting the adult to help and contain, tolerating not knowing, asking for help when needed, tolerating making mistakes, and persisting when a learning task gets difficult.

The Mulberry Bush Nurturing Schools Project: The impact of embedding whole school nurturing practices including a nurture group on children’s progress and wellbeing and staff wellbeing.

The Mulberry Bush Organisation and Nurture UK have supported primary schools in Oxfordshire to embed nurturing practices at a whole school level, as well as through a targeted Key Stage One nurture group.

The Long-Term Impact of Therapeutic Residential Care Programmes. A Literature Review for Mulberry Bush School.

A literature review of the research landscape on the long-term impacts of therapeutic residential care, produced for the Mulberry Bush School.

‘This Shared Parenting is Difficult to get Your Head Around’: Experiences of Parents and Carers During Their Child’s First Year at a Residential Therapeutic Special School: A Qualitative Study.

An investigation into the impact on parents and carers of having a child placed at The Mulberry Bush, including the relationship between parents, carers and the school.

Towards an Understanding of Therapeutic Provision at the MBS

This study followed on from the Institute of Education project, aiming to get to the heart of what happens at the Mulberry Bush and to explore how the therapeutic environment works.

Child Outcomes at the MBS: A Quantitative Study

A quantitative study following the outcomes of children during their time at the Mulberry Bush, focusing on changes in socio-emotional development, behaviour, educational achievement and attachment.

MBS Success Project: Sharing understanding of children's communication or emotionally successful schooling.

This project explored how established methods of working at The Mulberry Bush School could be transferred to mainstream primary schools, to improve their management of challenging behaviour.

Stakeholder perspectives about the MBS

This research explored the perspectives of staff, parents, carers and children on the benefits and disadvantages of attending a residential school for children with severe emotional and behavioural difficulties.

‘Stewards of a Process’: Towards an Understanding of the Reflective Culture at The Mulberry Bush

The project researched practitioners' perspectives on whether, and how, the reflective practice model at The Mulberry Bush supported individuals, teams and the organisation in meeting its task.

Attachment, Trauma and Play

A deeper exploration of a finding from an earlier Mulberry Bush study, examining changes in children's ability to resolve trauma and loss, the quality and coherence of their play, and their attachment security.

‘The paradox of living with the unknown’. The MBS: an exploration of how a therapeutic approach to looking after emotionally traumatised children affects their capacity to develop relationships, and to understand and regulate their feelings and behaviour.

This case study set out to determine how the therapeutic approach of the Mulberry Bush School affected the children, and how the school's group-work model related to children's ability to develop relationships.