5. Targeted Approaches

Emotion coaching

Who may need this support

Children and young people who would benefit from developing emotional literacy, self-regulation and problem-solving skills. It can also support those showing behaviours of concern or finding it hard to manage strong feelings.

Overview

Emotion coaching helps adults build warm, responsive relationships with children by supporting both self-regulation and co-regulation. It encourages pupils to recognise their emotions, understand why they happen and learn constructive ways to manage them.

The approach was originally developed by psychologist John Gottman as a parenting method.³⁰

Figure 2 Source: Emotion Coaching UK, ‘Elements of Emotion Coaching.’

Potential benefits:

Research and pilot evaluations³¹ suggest that emotion coaching may lead to:

• reduced emotion dismissing by staff and more positive acknowledgement of children’s feelings
• improvements in staff professional practice, confidence and self-regulation
• reported improvements in children’s ability to manage emotions and behaviour
• better pupil wellbeing and engagement in learning
• fewer sanctions and exclusions
• improved attendance
• more effective support for children in care and those who have experienced early trauma

These findings are based mainly on staff reports and small-scale studies in the UK, alongside related international work, so more robust evidence is needed.

Theoretical underpinning and evidence base

A 2022 UK study in six primary schools found that staff were generally positive about emotion coaching, with ‘over 90% of respondents [agreeing] or strongly [agreeing] with the statement ‘EC is a useful approach for professionals to use with children’. Staff highlighted benefits for children’s emotional development and regulation and also described how the approach influenced their own practice and empathy.

The study also noted barriers, including time pressures, curriculum demands and inconsistency across staff. Some felt that emotion coaching did not work with every pupil, though this may reflect differences in practitioner skill or context.’³²

Limitations to research evidence

Preliminary findings suggest that emotion coaching has promise, but there is limited evidence of impact in UK schools. Most research so far reflects staff perspectives rather than long-term outcomes for children and young people. The Education Endowment Foundation (EEF) is currently evaluating the approach, with results due in autumn 2026.³³

Useful links

• Education Endowment Foundation: Emotion Coaching trial Webpage about a trial testing the impact of Emotion Coaching.
• Emotion Coaching Training and resources to help adults use Emotion Coaching to support children and young people’s emotional and behavioural wellbeing.

Emotional literacy support assistant (ELSA)

Who may need this support

Pupils who are experiencing anxiety, low confidence, bereavement, friendship difficulties or other barriers to feeling settled and ready to learn.

Overview

An Emotional Literacy Support Assistant (ELSA) is a trained member of staff who helps children and young people build their emotional understanding, strengthen relationships and develop resilience.

ELSAs usually work with pupils in a calm, private space where they can talk and reflect without distraction. Sessions are planned and time-limited, focusing on specific areas such as:

• developing self-awareness and emotional vocabulary
• building social and friendship skills
• learning strategies to manage strong feelings
• practising problem-solving and conflict resolution
• strengthening confidence and self-esteem
• finding ways to cope with change or loss.
   

An intervention is short-term and goal-focused, usually lasting between half a term and a full term. Most involve around six weekly sessions, delivered one-to-one or in a small group. Progress is reviewed before and after the intervention so that next steps can be identified.

Although much of an ELSA’s work is proactive and structured, they can also provide short-term, reactive support after significant life events such as bereavement, family separation or illness. In these cases, sessions are led by the pupil, with an emphasis on active listening, reassurance and creating a safe space rather than working towards set targets.

Potential benefits:
According to the ELSA website³⁴, potential benefits for children include:

• a safe space to share feelings
• tailored support for individual needs
• developing emotional and social skills
• improved wellbeing and readiness to learn
• greater confidence
• increased resilience and coping skills

Theoretical underpinning and evidence base

A recent scoping review (Rogers & Kelly, 2024) identified more than 50 studies, ranging from published research to local evaluations, which together suggest that ELSA can have a positive impact on pupils’ wellbeing and on staff confidence in supporting emotional needs. However, most of the research to date is small-scale and qualitative.³⁵

Limitations to research evidence

Although the evidence base is growing, more robust and wide-scale studies are still needed. Much of the research is small-scale or based on local evaluations, so the findings may not reflect all schools. There is also little evidence on long-term outcomes, although existing studies do suggest positive effects for pupils and staff.³⁶

Useful links:

• Southwark – ELSA Network Contact details for local Emotional Literacy Support Assistant (ELSA) in Southwark.
• ELSA Support Downloadable resources and activities for Emotional Literacy Support Assistants (ELSAs) to use with students.

Nurture groups

Who may need this support

Children and young people with social, emotional or behavioural difficulties who may benefit from additional, small-group support.

Overview

Nurture groups are small, structured groups usually involving six to twelve pupils, supported by two trained staff members. They provide a warm and predictable environment where children can build trusting relationships and develop the skills they need to thrive in their classroom and wider school life.

Pupils are usually identified through a combination of observation and assessment – most commonly using the Boxall Profile, an evidence-based tool that helps staff understand developmental needs and monitor progress over time. Placement in a nurture group is typically short-term and carefully tailored, with most pupils attending for part of the school day while remaining members of their mainstream class. This dual-placement approach helps pupils maintain a sense of belonging in their class, while giving them access to targeted support.

Nurture groups are guided by 6 core principles³⁶:

• learning is understood developmentally
• the classroom offers a safe base
• the importance of nurture for the development of wellbeing
• language is a vital means of communication
• all behaviour is communication
• the importance of transition in the lives of children and young people

(taken from the Nurture Group website, www.nurtureuk.org).

Potential benefits:

A recent systematic review of 14 studies found that nurture group provision is, overall, effective at improving pupils’ social and emotional outcomes. However, the review noted that improvements were not consistent across both sections of the Boxall Profile, the main tool used to measure progress. Outcomes also varied depending on pupil characteristics such as age, baseline score, and gender. Further research is needed to explore these factors and to better understand how nurture groups bring about change.³⁷

Theoretical underpinning and evidence base

Nurture groups are grounded in attachment theory, which explains how early experiences with caregivers shape the ability to form relationships and manage emotions. For children who have experienced disruptions in these early relationships, nurture groups can offer the opportunity to experience secure, trusting connections within school.

A large-scale evaluation in Northern Ireland found that ‘the percentage of pupils exhibiting difficult behaviour dropped from 77.7% to 20.6% following nurture group attendance, with no significant change in the control group.’³⁸

Limitations to research evidence

While the evidence for nurture groups is strong, particularly in early years and primary settings, there are still some gaps in the research. For example, less is known about the longer-term impact once pupils leave nurture groups, and some areas of provision remain underexplored.³⁹ As with any approach, staff should consider whether nurture groups are a good fit for the pupil’s interests and needs, and how it complements existing support in school.  

Useful links:

• Nurture UK: Nurture Groups An introduction to the theory and practice of nurture groups, including key principles and how they support pupils’ social and emotional development
• Nurture UK Pamphlet Introductory guide to the principles and benefits of nurture groups in education settings
• Twinkl: Nurture Groups Information on how nurture groups support pupils, with ideas for resources and activities

Social skills training

Who may need this support

Children and young people who find it difficult to manage their behaviour, recognise and regulate emotions or build positive peer relationships.

Overview

Social skills training helps children and young people to develop clearer ways of communicating and to connect with others more effectively. It also supports pupils to recognise their emotions and to respond in ways that make everyday situations easier to manage. This can be particularly valuable for those who struggle to regulate their behaviour or who need extra guidance to feel confident in social settings.

Programmes can be delivered universally to all pupils, or in a more targeted way with those who need additional support. They are often school based, delivered through structured lessons by teachers who may receive additional training. Sessions can vary in intensity, from a single short activity to 40 or more sessions spread over several months.

Activities may include role-play, video demonstrations of positive behaviours, relaxation techniques such as deep breathing and teacher observations to track children’s progress.

Potential benefits:

Research suggests that social skills training can have a significant impact. The Youth Endowment Fund (2025) reports that ‘on average social skills training programmes have reduced the number of children involved in crime by 32%.'⁴¹

Programmes may also bring wider benefits, including:

• building emotional regulation and self-control, helping pupils to respond more constructively in social situations
• strengthening communication and cooperation skills, supporting positive peer relationships
• reducing impulsive behaviour and the risk of conflict, contributing to a calmer school environment

Impacts appear strongest in targeted programmes, especially those delivered to boys aged around 9–10. Effects were smaller in universal programmes, and impacts were also lower for younger children, older children and girls (Youth Endowment Fund, 2025).

Theoretical underpinning and evidence base

Social skills training draws on theories of social learning and emotional regulation, emphasising the importance of modelling, practising and reinforcing constructive behaviours.

The YEF notes that ‘we have high confidence in our estimate of the impact on violent crime. The estimate is based on a high-quality review of many studies. Many of the original studies are randomised control trials – a strong design for understanding the impact of an intervention’ (Youth Endowment Fund, 2025).

Limitations to research evidence

Although the YEF’s evidence review is relatively strong, it cautions that ‘we have downgraded our confidence rating because there is a lot of variation in the estimates provided by the underlying research. Although the majority of studies suggested a decrease in crime, one fifth of studies suggested that the intervention caused an increase’ (Youth Endowment Fund, 2025).

They also note that most studies come from the USA. In the UK, three evaluations of school-based programmes (PATHS and SEAL) ‘failed to find a sustained impact on social skills’ (Youth Endowment Fund, 2025).

Implementation challenges were also reported, including difficulties finding time in the curriculum and adapting materials developed in the USA to fit local contexts. In one study, ‘teachers were only able to deliver half of the planned activities’ (Youth Endowment Fund, 2025).

Much of the original evidence was produced in the 1990s and relatively little new research has been published since, despite the existence of ‘centres’ dedicated to social skills. The YEF’s recent review is therefore the most reliable source currently available, though its findings focus primarily on crime outcomes rather than broader measures of social and emotional wellbeing.

As with any approach, staff may want to consider whether social skills training is a good fit for pupils’ interests and needs, and how it could complement existing support already in place in school.

Useful links

• Youth Endowment Fund: Social skills training Information about social skills training programmes, including evidence on their impact in helping children and young people manage emotions and build positive relationships.
• Life Skills Education Evidence-based programmes to help children and young people build resilience, develop decision-making skills and reduce risky behaviours (paid-for programme).