Investigating the fidelity and effectiveness of Nurture Groups in the secondary school context

ABSTRACT

While there exists a sizeable evidence base suggesting nurture groups (NGs) in primary schools are effective in supporting children’s social, emotional and behavioural development, there is little exploration into their secondary context applicability, or their impact on our vulnerable youth. This study explores this area using a purposefully selected sample of seven secondary schools from Glasgow City Council (GCC). The impact and effectiveness of NGs in secondary schools was explored through analysis of pre- and post-Boxall Profile for Young People (BPYP) and contextual information for each young person (n = 24) who attended a NG during academic year 2014–2015. T-test results suggested a significant increase in all but one of the developmental strands of the BPYP following intervention. All diagnostic profile scores demonstrated a decrease; however, only one result was statistically significant. Qualitative information gathered was compared to GCC Education Services ‘Procedures for the Operation of Secondary Nurture Bases’, to investigate the fidelity of implementation of NGs. Analysis indicated that fidelity was achieved to some extent; however, there existed some notable differences between schools. Supporting factors and potential barriers to implementation are considered and discussed in the report, as are the implications of the quantitative BPYP data.

KEYWORDS:

• Nurture groups
• secondary context
• Boxall Profile for Young People
• impact
• fidelity

Acknowledgements

The researchers would like to thank all those who participated in the research. It is hoped that the time that they spent in providing the data necessary for this evaluation will support the continued improvement of the NG intervention, and in turn, outcomes for YP attending. We would also like to thank the Nurture Training Officer for Glasgow City Council, who coordinated all of the initial meetings with the secondary nurture staff which helped to take the research forward.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Robyn Grantham

Robyn Grantham is a Probationer Educational Psychologist who spent two years training in South Lanarkshire Council, with a short training period in Glasgow City Council. Robyn has a keen interest in early years development, attachment and the effects of trauma.

Fiona Primrose

Fiona Primrose is a probationary psychologist who spent a year training in Dundee and a year training in Glasgow City Council. Fiona has an interest in nurture and VIG.