Acceso usuarios
Amy D. Nolan, Elizabeth F. S. Hannah, Elizabeth Lakin, Keith J. Topping
Introduction. Children’s social and emotional wellbeing is associated with subsequent academic achievement and behavioural outcomes, as well as functioning in later life. Nurturing approaches are one way of developing such wellbeing. Whole-school approaches to nurturing have been discussed in the literature, but no studies of any quality have evaluated effects. The aim of this study was to evaluate whether whole-school nurturing had any effect on children’s wellbeing from the perceptions of pupils, parents and teachers.
Method. The present study in primary (elementary) schools is controlled, has follow-up, and multiple perspectives from teachers, parents and pupils. Pupils (n=322) from Years/Grades 1, 3 and 4 (aged 6, 8 and 9) (Years limited by school staff time availability) in three intervention and three control schools and their parents and teachers participated over two years. On a pre-post basis, the Strengths and Difficulties Questionnaire (SDQ) was used with teachers and parents and the Stirling Children’s Wellbeing Scale (SCWS) with pupils.
Results. On the SDQ for Teachers, the pre-post Total Difficulties scores and the Prosocial scores were significantly better for the intervention than the control group. On the SDQ for Parents, both intervention and control groups improved, and there was no difference. On the SCWS for Children, again both intervention and control groups improved, and there was no difference.
Discussion and Conclusion. The nurturing intervention group was significantly better than controls according to the perceptions of Teachers, but for parents and children both intervention and control groups improved. A number of recommendations for future research were made, and implications for practitioners and policy-makers outlined.
