This article starts with an outline of how the core concepts of attachment, child development, neuroscience and the impact of trauma have influenced the educational landscape in Scotland. An account is provided of how key Scottish education policies promote nurturing relationships as beneficial for children and young people's wellbeing and healthy growth. The article continues with an account of the process undertaken to create a universal whole-school nurture programme that interweaves professional learning through action research and improvement methodology. The programme known as 'Nurturing Relationships' is intended to provide schools with a framework to embed the Six Principles of Nurture into the heart of their school communities over several years through training supported by a coach-consult model. Action research has been used to continually review and develop the programme; this interim evaluation captures progress to date through feedback gathered using a mixed-method approach. Findings suggest the programme has supported practitioners to increase their confidence, knowledge and understanding of the application of nurture. Limitations related to longitudinal data around the impact of the approach on school communities are discussed alongside implications for practice. The article aims to contribute to the limited body of research and national sharing of practice associated with universal nurturing approaches.