Nurture Groups in Schools: How to Make Small-Group Support Work should give school staff practical language, safe boundaries and small repeatable steps. For school leaders, SENCOs, pastoral teams, nurture leads, classroom assistants and primary school staff, the goal is to make nurture provision, SEMH support and school wellbeing easier to notice, discuss and support during the normal school week.
This guide focuses on help schools plan nurture groups that are targeted, structured and connected to classroom life. It is written for schools planning workshops, staff training, pupil support or a wider wellbeing programme with HIP Psychology.
Why this matters for schools
Nurture groups can help pupils feel safer and more ready to learn, but they lose impact when they become a holding space with no clear aims. Schools need to know who the group is for, what it practises and how progress returns to the classroom.
When the response is planned early, nurture groups in schools work can reduce avoidable escalation, improve shared language and help staff act consistently rather than relying on individual instinct.
Common signs staff may notice
The signs will vary by age, setting and individual need, but repeated patterns are worth noticing before they become more serious.
- Some pupils need repeated small-group emotional support
- Classroom strategies are not transferring after nurture sessions
- Staff are unsure how long pupils should stay in the group
- Parents ask what the support is designed to change
Start with patterns, not labels
Before choosing an intervention, look at when the concern happens, where it happens, who is present and what helps the pupil, staff member or team recover. This keeps the response practical and avoids turning one difficult moment into a fixed label.
Schools can usually start with ordinary evidence: attendance notes, behaviour records, pupil voice, parent communication, classroom observations, staff reflections and safeguarding records where appropriate.
Practical steps schools can use
The best steps are clear enough for busy staff to use consistently. They should not depend on one specialist adult being available every time.
- Define the pupil need before naming the group
- Keep sessions predictable and skills-based
- Link each activity back to classroom routines
- Review progress with staff and families at agreed points
What training or workshops should cover
Training on nurture groups should help staff choose pupils carefully, plan repeatable sessions, use simple outcome measures and connect nurture work to ordinary teaching, pastoral care and parent communication.
For pupils, the content should feel recognisable and safe. For staff, it should include scripts, boundaries and follow-up. For leaders, it should connect with safeguarding, recording, communication and the wider school wellbeing plan.
How to keep support safe
Wellbeing work should never blur safeguarding responsibilities. Staff should avoid promising confidentiality, should record concerns through agreed systems and should know when a concern needs to move beyond classroom or workshop support.
This is especially important when workshops, staff training or wellbeing conversations create disclosure, distress or repeated concern. Early support is valuable, but it works best when the route for additional help is clear.
Useful guidance to align with
Schools in Northern Ireland can align this work with existing emotional health, safeguarding and staff wellbeing guidance. Helpful reference points include Department of Education emotional health and wellbeing guidance and Department of Education safeguarding guidance.
Next steps for school leaders
A useful next step is to choose one pressure point, one pupil or staff group and one visible change. That might be clearer help-seeking language, stronger staff scripts, calmer transitions, more consistent family communication or a more reliable review process.
HIP Psychology can support schools with pupil workshops, staff training and whole-school wellbeing planning. Related HIP resources include emotional regulation strategies, pastoral care training, staff wellbeing training, safeguarding and wellbeing training.
Need support planning this in your school? Contact HIP Psychology to discuss workshops, staff training or a school wellbeing programme.
FAQs
What should nurture groups in schools include?
It should include clear language, practical examples, safe boundaries, staff follow-up and a realistic route for additional help where needed.
Is this a replacement for therapy or individual assessment?
No. School workshops and staff training are early support and education. Pupils with significant, complex or persistent needs may need individual planning and appropriate referral routes.
How can schools make the training stick?
Connect the session to staff scripts, pastoral routines, safeguarding procedures, parent communication and a review point so it becomes part of ordinary school practice.
Who should be involved?
The strongest impact usually comes when senior leaders, pastoral staff, teachers and classroom assistants use the same language and agree the same follow-up steps.