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.
About the project
The socio-emotional progress of 57 pupils attending a nurture group intervention was measured using the Boxall Profile® assessment instrument, and staff focus group interviews reflected on any perceived changes to school ethos and practice over the course of the project. The impact of relational approaches on school suspension data was also investigated.
Key findings
- Pupils attending nurture groups made statistically significant improvements in their socio-emotional functioning, confirmed by qualitative observations made by staff.
- The development of relational approaches changed the way that adults spoke to children, and to each other.
- Schools were found to become calmer, more serene and more nurturing.
- A focus on relationships supported staff wellbeing.
- The impact on school suspension data was inconclusive.
The findings recommend investment in relational approaches in schools to promote positive emotional development, a calmer school atmosphere and improved staff wellbeing.
