Nurture group or nurture class? : exploring alternatives to the nurture group

Abstract

The Nurture Group provision is seen as a vital measure to tackle problems of Social, Emotional and Behavioural Difficulties [SEBD] within the local educational context. Although implemented over a decade ago; little local research assessed its effectivity in relation to the way it is being implemented and practiced. The extant research ignored the mainstream classroom and its contributions to nurturing children with SEBD. This research has, therefore taken the holistic picture into consideration, with the understanding that the Nurture Group reality may be skewed if one solely observes the Nurture Group setting. This study adopts a generalist perspective and looks into the practices and approaches used by both mainstream teachers and NG staff, to nurture pupils with SEBD. An ethnographic methodology was used in order to gain a comprehensive view of current local practices and the experiences which attending an NG entails. Ethnographic observations were carried out over a period of two months within one mainstream class and one NG of one primary school. Semi-structured interviews with key stakeholders were also carried out to understand the multiple perspectives and realities which the ‘nurturing’ of pupils entails. It can be concluded that the local context varies significantly from the classic Boxall NG structure; posing the risk of children’s educational needs becoming marginalized. No academic curriculum is covered within the Nurture Group. Pupils who attend are missing out on essential academic learning time. Effective nurturing principles and practices have the potential to become incorporated into mainstream classrooms, which would not only reach out to a greater number of pupils, but would also reduce the risk of pupils being excluded often for a prolonged period of time, since the practice of reintegration into the mainstream class was found to be weak.