Authors: Rosa Gibby-Leversuch, Jasmine Field and Tim Cooke
Publication: Educational Psychology Research and Practice
The Thrive approach is an assessment and planning based intervention that aims to develop children’s social and emotional wellbeing. Despite the increased popularity of Thrive, there is limited research that has investigated its effectiveness. After reviewing the assessment, training and intervention elements of Thrive and the evidence base for the underpinning assumptions, this article considers the evaluative research. Thrive is rooted in attachment theory and assumes that infant development is vulnerable to disruption by poor attachment experiences and that these disruptions can be ameliorated in later life through the development of secure relationships with school staff. The article concludes that, while Thrive is based on attachment theory, which itself is well supported by evidence, how Thrive applies and interprets this theory is less well supported. There is currently limited evidence of the impact of Thrive on children’s development. Other issues and implications of this critique are also discussed.
Gibby-Leversuch, R., Field, J., & Cooke, T. (2019). To what extent is the thrive intervention grounded in research and theory? Educational psychology research and practice, 5(2), 1–8. Available at: https://www.uel.ac.uk/research/educational-psychology-research-and-practice/volume-5-no-2-2019