Investing in Student Success through Nurturing in Universities: Two case studies in North America.

In this article, I draw from the practices of nurturing that developed in England in
the 1970s as an intervention to support young children who were often experiencing socioeconomic and cultural disadvantages. Nurture groups provided opportunities for social, emotional, and cognitive development where shortcomings in family provision created deficits. The introduction of nurturing practices in universities could equally be considered a social reconstructionist measure of social justice. The application of nurturing principles, for students traditionally considered outsiders, and particularly those disadvantaged through
racism and socioeconomic circumstances has immense benefits for universities. By providing structures that nurture racialized and disadvantaged students, even at postgraduate level, universities provide real opportunities to belong and succeed in university. I take a critical position as I discuss social and cultural capital in universities and use two case studies to highlight the need to re-evaluate measures of ability and belonging. Overall, I advocate for nurturing practices in higher education as a measure of social justice ensuring equity,
inclusivity, and diversity in universities.