Capturing the Nurture approach: experiences of young pupils with SEBD

Abstract

In the UK, children with social, emotional and behavioural difficulties (SEBD) may engage with the Nurture approach: a therapeutic model of educational intervention. Despite growing evidence that this approach can promote the developmental and educational attainment of these children, there has been little emphasis on how children might relate their own experiences here. In focusing on a group of young children with SEBD, this study used a combination of drawings and interviews to explore how these unique children perceived their immersion in this particular approach. Most children discerned differences in their past and present personal classroom experiences, and their understanding of the Nurture approach was of a positive nature. It is suggested that a combination of methods may be useful in helping to gauge pupil response and progress regarding this type of intervention. The benefits of acknowledging the perceptions of ‘challenging’ pupils and how this might inform future principles and practice are considered.

Keywords:

• nurture
• SEBD
• pupil voice
• pupil experience
• challenging pupils
• pupil perceptions

Notes

1. 1. Given the highly sensitive and idiosyncratic nature of pupils’ background information and the small sample size of this study, only general information is provided so as to preserve the privacy of participants.