Hearing the unheard: Children’s constructions of their Nurture Group experiences

Abstract

There is a growing body of evidence pointing to the associated benefits of nurture group provisions for vulnerable children and young people identified as experiencing social, emotional and behavioural difficulties (Cooper & Whitebread, 2007; O’Connor & Colwell, 2002). Consequently, there are an increasing number of such provisions in schools (Cooper & Whitebread, 2007). However, closer examination of the literature reveals children’s views on their nurture group experiences have neither been sought or heard. Since the United Nations Convention on the Rights of the Child, empowerment of children and young people, ensuring they have been consulted and heard, has become integral to legislation and guidelines for professionals.This brief practitioner pilot offers a novel, exploratory insight into children’s constructions of their nurture group experiences in one primary school in Wales. This nurture group adhered to the ‘classic’ model as outlined by Bennathan and Boxall (2000); and was located within the mainstream school. The children registered every morning and spent a minimum of one day a week in their mainstream classrooms. The participants consisted of two girls and six boys in KS2 (ranging from 7 to 11-years-old). Six of the children were attending the nurture group and two had recently reintegrated full time into their mainstream classes. The children had attended the nurture group provision for between one and three terms. The researchers spent time following the nurture group routine with the children prior to the focus group, which was adapted to accommodate the children’s needs and incorporated into the nurture group’s circle time. The focus group allowed for information to be elicited and shared through various age-appropriate means, including the election of a soft toy mascot, paired discussions, and the use of post-it notes with scribes on hand. Thematic analysis of the children’s elicited constructions revealed themes broadly consistent with the theoretical underpinnings and aims of the ‘classic’ nurture group model. These included environmental factors, relationships, self-regulation and learning. The findings emphasised the insight children have into their experiences and their ability to express what works for them and why. The responsibility and benefits of professionals actively seeking and valuing the voice of the child is discussed. The child-centred methodology used may be a valuable vehicle for further research and practice within educational psychology and other disciplines which seek to empower children and young people by eliciting the voice of the child.