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Special Educational Needs

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Recommended: Social and emotional learning and academic performance

Introduction
Social, Emotional, Behavioural, difficulties (SEBD) are a significant impediment to effective teaching and learning in many countries alike (Pillaya, Dunbar-Krigeb and Mostertc, 2013; Doyle, 2003). SEBD is described in the Special Educational Needs (SEN) Code of Practice (DfE, 2001, p.93) as ‘Children and young people who demonstrate features of emotional and behavioural difficulties, who are withdrawn or isolated, disruptive and disturbing, hyperactive and lack concentration; those with immature social skills; and those presenting challenging behaviours arising from other complex special needs’. The purpose of this assignment is to critically evaluate, NGs effectiveness to promote social and emotional competence in children with …show more content…

Apart from addressing the needs of children with externalising behaviour nurture groups also address the social and emotional needs of children exhibiting withdrawn and socially isolating behaviours and those with difficulties in developing social …show more content…

Most of the available literature focuses on describing Nurture Groups or provides case studies of success in practice (Nurture groups: A handbook for schools, 2010). Although various case studies revealed that NGs have a positive impact under trial conditions it was pointed out by Loinaz (2015) that the outcomes of NGs provision have yet to be compared with any other psychosocial interventions empirically.
A review of literature also highlighted the lack of language development, whilst access to the child’s voice remained limited. Pillaya, Dunbar-Krigeb and Mostertc (2013, p.310) further highlighted that reintegration into mainstream education after partial segregation often fails due to post-reintegration regression contributed to poor-to-fit behaviour.
If holistic and sustainable and more positive outcomes for children are to be realised it is important to understand the underpinning causal mechanisms and influential contextual factors, with a contingent need to connect the dots by delving into areas of limited research about NGs in supporting students with SEBD. It is also important that factors of Bronfenbrenner’s (2005) micro-, meso-, exo- and macrosytemic levels continue to be considered

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