Introduction. Nurture Groups (NGs) are an evidence-based intervention for children with emotional and behavioural difficulties (Hughes and Schlosser, 2014, Jones et al., 2025). The NG intervention originated in the UK and are typically run by a Teacher and Teaching Assistant (Boxall and Lucas, 2010). In Ireland, the number of NGs in schools are increasing, with Teachers and Special Needs Assistants (SNA) often implementing these. In Irish policy, the SNA role is grounded in support for children’s care needs and independence (Circular 0030/2014). Given the contrast in roles of the SNA and TA, this research explored how SNAs are supporting children’s care needs and independence within the NG setting in mainstream primary schools, and the enablers and barriers to this.

Methods. Case study methodology was employed with second generation activity theory employed as the guiding theoretical framework (Engeström, 2001). Three case studies were conducted. Data collections methods included semi-structured interviews with SNAs and Teachers, structured observations and Likert scale statements. Children participated in an adapted personal construct psychology activity titled ‘Drawing the Ideal SNA’. Reflexive Thematic Analysis (Braun and Clarke, 2021) was employed to analyse qualitative data. Descriptive statistics were used to analyse data gathered from observations and responses to Likert statements.

Results. Key findings include themes relating to the relational approach used by SNAs to provide emotional support and build independence, the qualities and qualifications necessary for the SNA role in the NG, the emotional journey SNAs experience, partnership working, and the influences of the wider school community.

Conclusion. Implications of the study’s findings reveal a key need for official policy on NGs in Ireland which defines the SNA role in these. Increased SNA training and supervision should be provided. At the school level, a whole school approach to nurture is recommended prior to establishing a NG.