The International Journal of Nurture in Education
The International Journal for Nurture in Education aims to attract papers that will explore themes related to the effectiveness of nurture groups, nurture in education, neuroscience, school culture and school improvement, and related subjects. The intention is: to present the most up-to-date research of how nurture principles and practice improve the socio-emotional functioning and academic achievement of the UK’s most disadvantaged children and young people, and help nurture principles revolutionise learning culture and whole-school approaches.
Research demonstrating the effectiveness of nurture groups tends to be spread over publications in differing fields. The International Journal of Nurture in Education aims to be a focal point to channel all relevant research and findings.
The intended readership for the Journal includes researchers in the field, practising psychologists, special needs practitioners, school leaders, nurture practitioners, consultants and local authority officers and others concerned with school improvement.
CALL FOR PAPERS
The call for papers for the Volume 5 of the International Journal of Nurture in Education will be sent out in May and will be open until September 2018. Papers should be research or theory-based, no longer than 6,000 words with a focus on nurture or related interventions. To check the author guidelines, please click here.
Note that papers received will go through a peer-review process. Any queries should be addressed to Dr Florence Ruby via e-mail at firstname.lastname@example.org.
Volume 4 (2018) - available in June 2018.
- Dr Tristan Middleton, Working with children with social, emotional and mental health needs in a nurture group setting: the professional and personal impact
- Jennifer Burns, Alison MacDonald and Dr Nancy Ferguson, Improving pupils’ perceptions of the learning environment through enhanced nurturing approaches: an evaluation
- Dr Heather Geddes, Attachment and learning – the links between early experiences and responses in the classroom
- Christina Symeonidou and Dr Anna Robinson, Scottish teachers’ experiences of the effectiveness of nurture groups in supporting autistic children
- Dr Florence J. M. Ruby, Social emotional wellbeing of primary school pupils: insights from the Boxall Childhood Project
Volume 3 (2017) - available here.
Volume 3 of IJNE is a special issue focusing on practitioner-led research.
- Lisa Lyon "A pilot study of the effectiveness of a nurture group in a secondary special school"
- Jacqueline Perkins "Improving our practice: a small-scale study of a secondary nurture group"
- Fiona Durrant "Nurture and youth work: aiding transition"
- Carol Kennedy "Knitting and nurturing: a qualitative account of staff reflections on knitting with pupils"
Volume 2 (2016) - available here.
- Claire Balisteri, "Nurture groups and teacher-child relationships"
- Tapo Chimbganda, "Investing in student success through nurturing in universities"
- Jenny Fraser-Smith and Kirsty Henry, "A systemic evaluation of a nurture group in Scotland"
- Jo Warin and Rebecca Hibbin, "A study of nurture groups as a window into school relationships"
Volume 1 (2015) - available here.
- Hanna Bennett, "Results of the systematic review on nurture groups' effectiveness”
- Jessamine Chiappella, "An exploration of outcomes and mechanisms of change in part-time secondary school nurture groups“
- Tommy MacKay, "Future directions for nurture in education“
- Ali Pyle and Tina Rae, "Exploring parents' and children's perceptions of nurture groups"
- Edurne Scott Loinaz, "Comparing nurture group provision to one-to-one counselling"
To receive a paper copy of previous volumes, please contact Melisa Meakin at email@example.com