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summary of the evidence of possible differential effects of Nurture Groups in relation to school-level mediating variables.
Source publication
Concerns have grown regarding the increased prevalence of social, emotional and behavioural difficulties observed in young children in primary school settings. Contributory factors are multiple and varied but one consistent emphasis has been on the negative effects of children’s poor attachments with significant others which, due to contextual fact...
Context in source publication
Context 1
... relation to school level variables, the evidence of possible subgroup differences are summarised in Table 5, by simply reporting the statistical significance of the interaction term from each of the multilevel regression models in turn. Given the multiple statistical tests undertaken, and thus the increased risk of Type I errors, these findings are presented simply to provide an overall sense of the potential existence of sub-group differences. ...Similar publications
In the dominant and increasingly prevalent transnational narrative of 1968, the case of Northern Ireland has been marginalised. As well as explaining how such an erroneous absence is to be understood, this article, through the example of an ongoing project at Belfast’s Ulster Museum, will argue that the current post-Troubles context provides fertil...
Citations
... Notes 1. "A nurture room sets out to provide a safe, welcoming and caring environment for learning and will replicate the home environment with a comfortable seating area, a kitchen facility for preparing food and a working area to address formal curriculum demands." (Sloan et al., 2020) 2. Sensory rooms, are tailored spaces that caters to students' sensory needs, helping them self-regulate through individualized sensory experiences to enhance readiness for learning and social interaction. It engages primary senses such as sight, hearing, touch, and smell, along with vestibular and proprioceptive senses. ...
Purpose
This study aims to capture children’s interpretation of holistic well-being within Irish primary schools and add to the development of a comprehensive systems-informed positive education model.
Design/methodology/approach
This study utilized visual participatory research methods, including PhotoVoice and one-on-one interviews, to assess children’s (n = 16) well-being, guided by Von Unger’s comprehensive seven-step framework. Data analysis was anchored within grounded theory, beginning with data collection, initial coding, focused coding and culminating in identifying themes and subthemes. Data were interpreted using the mosaic approach by integrating visual and verbal data.
Findings
This analysis uncovered three primary themes that affect student well-being: relationships, space and physical environment and learning and curriculum, each with detailed subthemes. For instance, student–teacher relationships, peer relationships, safety, learning spaces, the creative curriculum including arts and music and the experiential richness of outdoor learning are crucial to students' educational growth and well-being. These aspects are seen as interconnected, shaping a holistic educational experience beyond academic learning to encompass students’ comprehensive well-being. The students' narratives demonstrated that learning is not merely an academic exercise but a vital component of their well-being.
Originality/value
This study significantly departs from traditional educational research by advocating for a dynamic, action-oriented understanding of “well-being.” It challenges the static, possessive interpretations of well-being and introduces the concept of well-being as a fluid and ever-evolving process. This reconceptualization positions well-being as a complex construct, influenced by an intricate web of relationships, spanning human and non-human interactions, organizational and environmental structures, personal desires, behavioral practices and broader societal and cultural frameworks.
... Perkembangan emosi dasar pada setiap anak perlu untuk dilakukan evaluasi [9]. Melalui evaluasi perkembangan, guru dapat mengidentifikasi permasalahan dan kesulitan yang dihadapi anak usia dini, khususnya dalam pengelolaan emosi diri pada anak usia dini [10]. Sehingga, pada program pembelajaran selanjutnya guru dapat merencanakan dan menyusun kegiatan yang dapat menstimulasi perkembangan emosi pada anak usia dini. ...
... Evaluasi dapat meningkatkan kualitas pendidikan yang diberikan kepada anak usia dini. Evaluasi dapat membantu anak untuk mencapai potensi dan standar perkembangan anak usia dini secara maksimal [11], [12], [10], [13]. Anak usia dini yang memiliki emosi dasar tidak matang maka akan berdampak pada kesulitan dalam mengendalikan emosi hal ini ditandai anak usia dini sering merasa marah dan sedih tanpa alasan yang jelas [14]. ...
Penelitian ini adalah sebuah langkah dasar bidang pendidikan dalam mengikuti arah perkembangan zaman yaitu penggunaan alat digital untuk mendukung kegiatan pembelajaran. Oleh karena itu, menciptakan sebuah media digital yang digunakan untuk mengevaluasi perkembangan anak usia dini dapat membantu guru untuk memperbaiki kualitas pembelajaran agar lebih efektif dan efisien. .Penelitian ini bertujuan untuk mengetahui implementasi evaluasi digital pada perkembangan anak usia dini, baik dalam konten audio, video, dan audio-video. Metode penelitian yang digunakan adalah deskriptif kualitatif dengan pendekatan studi pustaka melalui literatur perkembangan emosi dasar dengan rancangan studi kasus fenomenologis. Sumber data dalam penelitian ini antara lain sumber data insani dan sumber data non insani. Teknik pengumpulan data dalam penelitian ini adalah observasi, wawancara, dan dokumentasi dengan menggunakan teknik analisis data analisis tematik. Hasil dari penelitian ini adalah evaluasi digital dengan menggunakan konten audio-visual. Audio-visual dapat membantu anak untuk mengekspresikan emosi wajah dan memberikan respon reseptif pada audio-visual yang sudah disaksikan, dalam menafsirkan audio-video anak bebas menentukan deskripsi dari sosok manusia dengan tujuan menilai pemahaman anak tentang emosi dasar dan memeriksa kapasitas anak dalam memberikan pemahaman emosi dasar
... Many researchers conclude that some young children are more susceptible than others to emotional, behavioural, and social challenges; these include children in foster care. Problems with attachment are exacerbated by experiences of poor attachment in their initial home setting, and by the difficulty of building strong and positive bonds during their time in care (Sloan et al., 2020). ...
Emotional, social, behavioral, and mental health disorders in young children are increasingly prevalent and may have long-term effects, persisting from preschool into primary school (Carroll & Hurry, 2018). Such challenges can significantly impact children's ability to adapt to the classroom and access learning opportunities. To address these challenges, Boxall (2002) developed the concept of nurture groups, where a small group of students is removed from their regular classes for a limited period during the school year to model positive attachment relationships, develop emotional literacy, and provide opportunities for social learning while maintaining access to education (Loinaz, 2015). This literature review aims to explore the effectiveness of nurture groups in improving outcomes for young children with emotional, behavioral, and social difficulties in primary schools. The study reviews existing literature, examining the positive effects of nurture groups on children's well-being, while also critiquing current research. The results suggest that children with a broad spectrum of social, emotional, and behavioral difficulties may benefit from nurture groups, thereby making a strong case for creating nurturing schools. However, one potential concern is that some students who thrive in nurturing schools may struggle when they return to mainstream classes. Therefore, further comparable studies on a larger scale are required.
... In contrast, mental health difficulties include emotional problems -symptoms of anxiety, depression, social relationship problems -and behavioral problems -associated with hyperactivity and inattention, conduct problems such as lies, disobedience, difficulties in accepting rules, and selfish and insensitive feelings 2 . Although rarely diagnosed, these problems are common during childhood [3][4][5] and less than half of affected children receive adequate treatment. 6 In order to avoid the early appearance of mental health problems, it is essential to understand the risk factors that can affect the development of these problems 7 . ...
... Thus, it is speculated that poor motor skills make access to opportunities for playing and games difficult, and consequently act as a barrier to interaction and socialization, considering that social skills are critical for success in peer relationships. There is evidence to suggest that when the child has no chance of forming bonds with peers, their ability to regulate emotions and form relationships is negatively affected, impairing their social development 30,5 . ...
Poor motor skills may be associated with the incidence of problems with mental health, especially with regard to social, behavioral, and emotional outcomes. The aim of the current study was to analyze the association of emotional and behavioral problems with motor skills in students aged 7 to 10 years. For this, 339 children (187 girls and 152 boys) were evaluated. The variables were measured using the Movement Assessment Battery for Children, 2nd ed. (MABC-2) and the Strengths and Difficulties Questionnaire (SDQ). The results indicated that children with poor motor skills were more likely to present abnormal development in terms of emotional and behavioral problems when compared to children from the reference group. Thus, empirical data such as these can assist in raising public and professional awareness, considering the social and psychological consequences of poor motor skills, in addition to the individual costs arising from mental health problems.
Keywords:
Emotional problems; Behavioral problems; Motor skills; Child
... Bubbles and smaller social circles may have supported the development of secure attachments and aspects of emotional containment. For example, research examining "Nurture Groups" in schools (small groups of young people provided with an opportunity to develop social skills and emotional intelligence with a consistent caregiver acting as a "secure base") has revealed positive emotional and behavioural outcomes (Sloan et al., 2020). Enabling relationships between young people that may have attachment difficulties (and between young people and staff) can require consistency over periods of time, more input in relation to gaining trust and understanding of one another, and reassurance that needs are going to be met (Tomlinson et al., 2011). ...
Purpose
The COVID-19 pandemic is unprecedented for young people within the UK. The pandemic has presented particular challenges for vulnerable children and young people. For example, a recent study in the UK indicated that 83% of young people with existing mental health conditions said the pandemic had made their condition worse (Young Minds, 2020). To date, the impact upon populations such as young people in Secure Children’s Homes (SCHs) is unknown. This study aims to elucidate this area.
Design/methodology/approach
SCHs provide a safe, supportive environment for vulnerable young people who frequently present with multiple and complex needs. Young people residing within a SCH may be residing at the setting because of a Secure Accommodation Order under a Section 25 Order of the Children’s Act (1989) or for criminal justice reasons, i.e. serving a Remand period or custodial sentence. Preliminary research compared a baseline period to a follow-up period after the commencement of COVID-19 national lockdown measures within a SCH in the North of England to develop understanding of the impact for young people.
Findings
A significant decrease in overall incidents ( t (5) = −6.88, p < 0.001), restraints ( t (5) = −9.07, p < 0.001) and other incidents including assaults occurred during follow-up. The SECURE STAIRS framework supports trauma-informed care and enhances support within the setting. Consistent with the framework, provision of formulation meetings was significantly increased within the follow-up period (Welsh’s t (74) = −2.74, p < 0.001). Reflections and future recommendations are outlined.
Originality/value
The unanticipated results highlight the value of examining incident data within secure environments and could lead to effective practice changes for practitioners working within this domain. This research also demonstrates how frameworks such as SECURE STAIRS can be beneficial for vulnerable young people during periods of change and stress in mitigating some of the potential negative effects. The implementation of such frameworks within SCHs is still novel and thus evaluative research is valuable.
... A final challenge for those leading the nurture initiative in school is the rate of impact on student attendance, attainment and socio-emotional functioning. A range of research has shown nurture to impact positively in all these areas (Sloan et al 2020;Lyon 2017;) but this current research project confirms that progress is not linear and may not be immediate. Students work through a range of emotional issues in the safety of the nurture group and may appear to deteriorate in their behaviour before they find the trust and support to begin the road to improvement and recovery. ...
... In Northern Ireland, there are currently 31 nurture units attached to primary settings which support children with social, emotional and behavioural difficulties. A recent study (Sloan et al. 2020) highlighted that nurture units helped schools address social, emotional and behavioural difficulties and helped children develop positive attachments. For some, nurture units were described as a type of early intervention strategy 'where immediate problems could be addressed' and 'ongoing support provided' (R1). ...
Across the four UK jurisdictions, there are distinct disparities in exclusion rates of school students. Northern Ireland, alongside Scotland and Wales, has demonstrated over time, lower rates of permanent exclusions and temporary exclusions compared with England. This paper examines these disparities from the perspectives of representatives from various system-level educational bodies and third sector organisations representing children and families who experienced the exclusion process. The paper will also present policy and legal frameworks associated with exclusion in Northern Ireland.
We interviewed 9 stakeholders, associated with practices of school exclusion in Northern Ireland, from a range of system-level education bodies and advocacy groups. Findings include positive strategies perceived to keep exclusion levels low, types of obstacles or resistance to anti-exclusion policy, participants’ perspectives on unofficial exclusion practice, and perspectives on official exclusion data. What emerges from interviews is a series of tensions between implementing a child-centred approach and diminishing support services and resources. We conclude that those working within the Northern Ireland education system, are committed to an inclusive approach. However, the development and implementation of effective supporting frameworks take time and consultation, and there is evidence of tension between the perceptions of those working at a system-level and those working in schools.
... Children with ADHD and more severe behaviour are more likely to have a parent with ADHD (Agha et al., 2013;Von Rhein et al., 2015). Consequently, optimizing parenting prac-tices improves the child's behaviour at school and the student-teacher relationship (Mautone et al., 2012;Sloan et al., 2019;Vann den Hoofdakker et al., 2014). In all cases, it is important to be familiar with the symptoms of the disorder itself and the comorbid conditions it is associated with in order to identify the reason for the child's hyperactivity, inattention, and excessive impulsiveness with respect to his or her age and classroom peers. ...
... In all cases, it is important to be familiar with the symptoms of the disorder itself and the comorbid conditions it is associated with in order to identify the reason for the child's hyperactivity, inattention, and excessive impulsiveness with respect to his or her age and classroom peers. Especially when there is disorganized attachment (Reilly, Senior & Murtagh, 2015;Sloan et al., 2019;Whitea, Gibsonb & Wastellc, 2019). Sollie, Morch & Larsson examined a sample of 214 children of 12-13 years of age, including healthy participants and others with ADHD, and assessed their symptoms, demographic variables, parents and family. ...
... Partial correlations revealed a strong association between children with ADHD, parents, and family dysfunction. The study concluded that the high variety of stressors in parents and families of children with ADHD is relevant and parental factors should be taken into account in the evaluation for the diagnosis of ADHD, as well as being a prerequisite for subsequent treatment focused on the family (Lazaratou & Golse, 2018;Sloan et al., 2019;Sollie et al., 2016). ...
La escolarización permite identificar posibles carencias en el desarrollo de los niños, ya que se comparan con sus compañeros. Algunos pueden tener dificultades para quedarse quietos y concentrarse en la tarea que tienen entre manos, mostrar niveles inadecuados de hiperactividad e impulsividad que incluso pueden interferir con el desarrollo del funcionamiento normal y los resultados académicos. ¿Cómo podemos saber si estos comportamientos son típicos del desarrollo natural y biológico de los niños, el resultado de una dificultad o trastorno de aprendizaje o una indicación de un trastorno por déficit de atención con hiperactividad (TDAH)? Objetivo: Analizar los diferentes protocolos de procedimientos estándar para evaluar y diagnosticar el TDAH en niños de 6 a 12 años. Método: Revisión sistemática de los diferentes tipos de evaluación utilizados para diagnosticar el TDAH en este grupo de población. Resultados: Se ha observado que el TDAH es un trastorno neurobiológico crónico con una alta comorbilidad. El diagnóstico, exclusivamente clínico, debe considerar la historia clínica más amplia de los niños para (a) evaluar los antecedentes personales, familiares y escolares; (b) completar un examen mental, físico y neurológico; (c) confirmar el diagnóstico diferencial y (d) utilizar los criterios de diagnóstico del DSM 5 y CIE-11-EMM. Conclusiones: Se proponen los ítems que deben incluirse en la evaluación realizada para diagnosticar el TDAH.
... The study also revealed that Schools who most adhered to the criteria set out by Nurture UK (2019) seemed to have a higher number of formal processes in place. The implications of the findings suggested that, by adopting some form of nurturing principles, 'nurturing' groups may have a positive effect upon CYP, although the larger or longer term effects have been observed in pupils attending an NG which strictly adheres to the guidelines (Sloan et al., 2020). NGs in England would benefit from support from an outside service such as an Educational Psychologist (EP), who could assist with the management of the NG, ensuring it is being run to its full potential. ...
... Research suggests that NGs work as early preventative measures for CYP with an identified SEMH need (Gerrard, 2006, Sanders, 2007& Scott & Lee, 2009). In other words, pupil participation in an NG has seen a reduction in 'antisocial' behaviour in the classroom (Reynolds, McKay & Kearney, 2009& Sloan et al., 2020. In the last two decades, the promotion of mental health and wellbeing for CYP in education has gained momentum. ...
... Despite NGs being viewed as an effective preventative measure, they were not mentioned in The Green Paper. This is in stark contrast to governments in Scotland (Mackay, 2015) and Northern Ireland (Sloan et al., 2020) who have cited NGs as a fundamental preventative mental health practice in reducing emotional and disruptive behaviour among children who have SEMH difficulties. ...
A Nurture Group (NG) is a targeted intervention aimed at supporting pupils with social, emotional and mental health difficulties (Bennathan & Boxall, 2013). The current study explored the features of NGs in a London Borough, adding to a limited body of research concerning the characteristics of NGs across England. A social constructivist epistemological position was adopted throughout this research. Semi-structured interviews were conducted with N =19 participants; whereby n=5 SENCOs; n=1 NG teachers; n=7 TAs and n= 6 NG pupils. Interviews were analysed using thematic analysis. In addition, qualitative observations of eight NGs were used to further contextualise the findings. The results revealed that all NGs examined differed in their approach, with the majority of the NGs deviating from the guidelines for an effective NG as set out by Nurture UK (2019). A salient characteristic was that the majority of NGs were managed by Teaching Assistants rather than Teachers. Interestingly, all NG staff reported that their own version of nurture was viewed positively by their pupils. In addition adult participants reported a perceived positive impact upon the pupils who attended. The study also revealed that Schools who most adhered to the criteria set out by Nurture UK (2019) seemed to have a higher number of formal processes in place. The implications of the findings suggested that, by adopting some form of nurturing principles, ‘nurturing’ groups may have a positive effect upon CYP, although the larger or longer term effects have been observed in pupils attending an NG which strictly adheres to the guidelines (Sloan et al., 2020). NGs in England would benefit from support from an outside service such as an Educational Psychologist (EP), who could assist with the management of the NG, ensuring it is being run to its full potential.
... Through reading activities, students gain much experience and gain broader insights than those taught by conventional teachers. Students are also more familiar with the surrounding environment so that they are not indifferent to the surrounding environment, more actively interacting with friends and teachers, and more confident in expressing opinions (Richardson et al., 2017;Guo et al., 2018;Sloan et al., 2020). It has a good impact because these things are needed in the learning process, and the student is socializing with the surrounding environment. ...
This study aimed to analyze the effect of literacy learning with cultural insight on science learning outcomes and the social attitudes of students in elementary schools. This research was a quasi-experimental study using a nonequivalent post-test only control group design. The population of this study was 140 students, while the sample was selected by random sampling. The number of samples in this study was 100 students who were divided into two classes. The instrument used was a test of learning outcomes in the form of multiple-choices and social attitude questionnaires. Validation of the learning outcomes instrument used content validity with the Gregory test, and item validity used biserial point correlation, the reliability of the test used KR-20, different power, and difficulty level. Meanwhile, validation on social attitude instruments used content validity with the Gregory test, item validity was used product-moment correlation, and test reliability was used KR-20. The data collected were analyzed by Multivariate Analysis of Variance. The results showed that the results of the significance of all three hypotheses are 0,000, which means less than 0.05 (0,000 < 0.05). So, it can be concluded that there was a positive effect of literacy based on the exploration of science with cultural insights on thematic content mastery and social attitude. The novelty of this research integrates literacy learning with Balinese cultural insight on science learning outcomes and social attitudes.
