Collected Item: “Shifting perspectives on pupils: staff perceptions of the Nurturing Kent Programme”
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Director of Programmes - Psychology and Research
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Shifting perspectives on pupils: staff perceptions of the Nurturing Kent Programme
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Rowan OA Munson, Martine Nurek, Juliet Brookes, Anjali Babu, Oreofe Ogunleye, Maria Kordowicz
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2026
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The Nurturing Kent Programme aimed to enhance the support for pupils with special educational needs and disabilities (SEND) in Kent schools. This study explored how school staff perceived the programme’s impact on: staff confidence in managing social, emotional and mental health (SEMH) needs, pupil engagement and relationships within the school community.
Data were gathered through focus groups and two Likert-scale surveys of teaching and non teaching staff in schools taking part in the Nurturing Kent Programme. Qualitative data were analysed through an inductive-deductive thematic analysis approach. Quantitative data were grouped, graphed and interpreted.
Findings indicate staff confidence increased as they shifted from punitive measures to an approach that views behaviour as communication. Staff reported improved communication skills and the ability to implement flexible behavioural policies tailored to individual pupil needs, fostering a supportive environment for addressing SEMH challenges. Staff perceived
that the nurturing approach positively influenced pupils’ wellbeing, particularly those with SEND. Collaborative relationships among staff, senior leaders and parents were crucial for the programme’s success, with staff perceiving that strong communication reinforced whole-school approaches and nurturing approaches at home.
Limitations include a focus on primary school staff and poor survey response rate (19 per cent of schools participating in the Programme to one survey and 10 per cent to the second), suggesting the need for further research to encompass secondary education perspectives and longitudinal studies to track outcomes over time.
Data were gathered through focus groups and two Likert-scale surveys of teaching and non teaching staff in schools taking part in the Nurturing Kent Programme. Qualitative data were analysed through an inductive-deductive thematic analysis approach. Quantitative data were grouped, graphed and interpreted.
Findings indicate staff confidence increased as they shifted from punitive measures to an approach that views behaviour as communication. Staff reported improved communication skills and the ability to implement flexible behavioural policies tailored to individual pupil needs, fostering a supportive environment for addressing SEMH challenges. Staff perceived
that the nurturing approach positively influenced pupils’ wellbeing, particularly those with SEND. Collaborative relationships among staff, senior leaders and parents were crucial for the programme’s success, with staff perceiving that strong communication reinforced whole-school approaches and nurturing approaches at home.
Limitations include a focus on primary school staff and poor survey response rate (19 per cent of schools participating in the Programme to one survey and 10 per cent to the second), suggesting the need for further research to encompass secondary education perspectives and longitudinal studies to track outcomes over time.
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Education, special educational needs.
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N/A
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Open Access