Against the background of increasing stress and pressures in young people's lives and their apparent manifestation in social, emotional and behavioural problems in schools, there has been a renewed interest in nurture groups as an educational intervention. Nurture groups are designed to address the unmet social and emotional needs of young children and provide them with the necessary skills and competencies for productive engagement in schooling. This article written by Carmel Cefai and Paul Cooper, who are, respectively, the Director and Visiting Professor at the European Centre for Emotional Resilience and Socio Emotional Health at the University of Malta, discusses the recent introduction of nurture groups in the primary sector in Malta, showing how they both extend the capacity of primary schools to become more inclusive, and to develop into resource centres for emotional literacy and parental education. A challenge perceived to lie ahead is to develop an intervention model that is adapted to the needs and values of the local educational context while remaining faithful to the theoretically sound principles and practices of therapeutic education. Copyright © 2011 The Authors. British Journal of Special Education © 2011 NASEN.
|Journal||British Journal of Special Education|
|Publication status||Published - Jun 2011|
CitationCefai, C., & Cooper, P. (2011). The introduction of nurture groups in Maltese schools: A method of promoting inclusive education. British Journal of Special Education, 38(2), 65-72.
- Nurture groups
- Inclusive education
- Primary schools