There are a range of existing approaches and good practice that education establishments are taking forward across Stirling Council to promote children and young people’s resilience. Whole school nurturing approaches sits at the universal level of intervention, providing the foundation to all other activities promoting resilience.
Stirling Educational Psychology Service is leading on the delivery of nurturing approaches to education establishments, providing a framework for promoting children and young people’s wellbeing, resilience, attainment and achievement. Whole school nurturing approaches has at its core a universal approach to promoting inclusive practice across all early years settings and primary and secondary schools.
Our definition of nurturing approaches is based on Education Scotland's national definition:
A nurturing approach recognises that positive relationships are central to both learning and wellbeing. A key aspect of a nurturing approach is an understanding of attachment theory and how a child’s early experiences can have a significant impact on their development. It recognises that ALL school staff (and partners) have a role to play in establishing the positive relationships that are required to promote healthy social and emotional development and that these relationships should be reliable, predictable and consistent where possible. A nurturing approach has a key focus on the school environment and incorporates attunement, warmth and connection alongside structure, high expectations and a focus on achievement and attainment.
and is based on the understanding of the 6 nurturing principles:
- Children’s learning is understood developmentally.
- Environment offers a safe base.
- Nurture is important for the development of wellbeing.
- Language is a vital means of communication.
- All behaviour is communication.
- Transitions are significant in the lives of children and young people.