Dan Hughes and Dr Jonathan Baylin describe Blocked Care as the suppression of open, engaged, and reflective caregiving as a result of continually offering a relationship without it being reciprocated. It can be something which foster carers and staff in residential care settings can experience, as children in their care have learned to mistrust and disengage from adults as a result of traumatic experiences of fear, loss, neglect, and abuse. This is what Dan and Dr Baylin call Blocked Trust – putting up defences learned from past relationships in order to avoid feeling vulnerable, rejected, or ..read more

The final blog in this series on the six Principles of Nurture will consider the importance of transitions in young people’s lives. The school day is characterised by a wide variety of changes, with students moving between environments, tasks, and people. We must also keep in mind how young people can be affected by transitions, both in and out of school, when they are not effectively planned or supported sensitively and consistently. The impact of transitions In “A Therapeutic Treasure Box”, Dr Karen Treisman explains how beginnings, changes and endings can stimulate a range of feelings. They ..read more

This latest blog on the Principles of Nurture considers the fifth principle: “All behaviour is communication”. This promotes the importance of not only understanding a young person’s individual strengths and needs, but also adapting our own response and the environment. First, let’s take a moment to consider the phrase “All behaviour is communication”. We need to be mindful that not all behaviour is purposeful or intentional. Some neurodivergent people may convey words or bodily movements which do not reflect what they want to say or do. It is also very possible that we are making inaccurate a ..read more

As we delve into the second half of this series of blogs on the whole-school application of the Principles of Nurture, this one looks at the fourth Principle: “Language is a vital means of communication”. This emphasises the importance of modelling self-expression, putting feelings into words rather than actions and being mindful of how our own messages are perceived by young people. Communication is more than just language There are longstanding conventions and legislation which promote the rights of young people to freely express their views and for their wishes to be taken into account. But ..read more

This blog considers the third of the six Principles of Nurture: “The importance of nurture for the development of wellbeing”. This is about creating a positive and optimistic ethos which promotes social and emotional development and ensures that children’s individual strengths and talents are recognised and promoted. Here are some ideas for applying this principle across the whole school environment. The Power of Relationships Wellbeing within the school environment is underpinned by nurturing connections. A lovely quote from Peter Benson reminds us that “relationships are the oxygen of human ..read more

Continuing the series on the Six Principles of Nurture, this blog will examine the second principle: “The classroom offers a safe base”. It will consider approaches and strategies that are not just relevant for a Nurture Group, but in classes and contexts across the whole-school environment. Signals of Safety Stephen Porges conceptualised the process of neuroception. This is the continuous risk assessment carried out by our nervous system, helping us to shift into a physiological state which adapts to our surrounding circumstances. When a child has lived through or experienced unsafe and incon ..read more

Continuing the series on the Six Principles of Nurture, this blog will examine the second principle: “The classroom offers a safe base”. It will consider approaches and strategies that are not just relevant for a Nurture Group, but in classes and contexts across the whole-school environment. Signals of Safety Stephen Porges conceptualised the process of neuroception. This is the continuous risk assessment carried out by our nervous system, helping us to shift into a physiological state which adapts to our surrounding circumstances. When a child has lived through or experienced unsafe and incon ..read more

This new series of blogs will look at the Six Principles of Nurture and how they are relevant not just to Nurture Groups and nurturing provisions, but also in creating whole-school environments which prioritise relationships and wellbeing. In this blog, we’ll be exploring the first principle: “Children’s learning is understood developmentally”. Stage instead of Age The key theme of this principle is that everyone learns at a different pace and in a different way. We need to accept children as they are, rather than expecting them to fit into arbitrary expectations. Judging children’s progress b ..read more

Dan Siegel refers to the Window of Tolerance as a span of harmonious functioning. He likens it to a middle ground between chaos and rigidity. Our level of emotional arousal within the window enables us to experience a sense of stability and coherence. We are reflective and flexible; able to think abstractly and adapt our responses to the challenges we face. There are lots of potential factors which can impact on the size of our Window of Tolerance. When we feel safe, calm and in control, the window will be much wider. Protective factors, such as the support of a loved one or proactively planni ..read more

It can be difficult to put plans in place and take appropriate action when we are flooded with anxious thoughts. Shifting our focus to where we have influence and agency therefore has positive implications for our well-being and mental health. But this can be easier said than done when we feel angry, exhausted or hopeless about what is happening around us and to us. There are many things outside of our control. Stephen Covey frames this within a “Circle of Concern”. Here are some examples of what could be placed within that circle. The weather. The traffic. The economy. How news is reported i ..read more