The effectiveness of nurturing approaches on primary-aged children in the UK: A systematic review

Abstract

Nurturing approaches (NA) derived from the need to support children’s social, emotional and behavioural development and their ability to build secure relationships with others (Boxall, 2002). This systematic review follows Hughes and Schlösser’s (2014) review of the effectiveness of nurture groups (NGs). The purpose was two-fold: To assess whether the issues highlighted by Hughes and Schlösser (2014) have been addressed; and to evaluate the quality of evidence supporting the implementation of NAs in primary schools across Scotland. Both NGs and whole-school nurture were included, reflecting current nurturing practices in Scotland. 647 articles were initially sourced from a range of databases. Following eligibility screening, eight peer-reviewed articles were identified for appraisal and synthesis using the Downs and Black (1998) research quality checklist and National Institute for Health and Care Excellence (2012) guidelines. A range of methodological approaches and findings were reported, such as: Improvements in relationships, social skills, emotional regulation, academic engagement and attitudes towards school. Overall, NAs have been shown to relate to positive outcomes for primary school-aged children. However, due to a number of methodological issues, the reliability and generalisability of these findings were questionable. The findings were discussed in relation to the current Scottish context. The rise of whole-school approaches; the importance of inclusive practice; considerations for the use of quantitative and qualitative research in education; and considerations around the impact of the current Covid-19 pandemic were included. Implications for educational psychology practice and future research were discussed, in addition to the limitations of the current review.