Aims: In response to the Coronavirus pandemic (COVID-19) and the changing needs of educational establishments, pupils and families, Renfrewshire Educational Psychology Service (REPS) enhanced the existing Renfrewshire's Nurturing Relationships Approach (RNRA) with digital adaptations. This paper outlines the process. Rationale: In 2016 REPS developed RNRA, which uses an implementation science framework and coach consult model to embed whole-school nurturing approaches in a sustainable way. RNRA was considered ideally placed to support educational communities to cope with the COVID-19 pandemic. Adaptations were made to the content to make direct links to how nurture principles can support the wellbeing of staff, children and young people and their families, including those who are experiencing trauma. Digital adaptations to RNRA were required to ensure accessibility, flexibility, and sustainability of the approach. Findings: This narrative article drawing on the concept of action research will provide an outline of RNRA and adaptations to content and digitisation of the intervention in response to COVID-19. Adaptations include a range of digitally accessible whole-school nurturing resources and a multi-media curriculum-based recovery programme. Preliminary findings and implications for future practice and research in Renfrewshire and for wider educational psychology, local authority, and nurture practitioner practice, are discussed. This article identifies literature and research relevant to nurturing approaches and trauma (in the context of the COVID-19 pandemic) and discusses the existing whole establishment approach to nurturing relationships within Renfrewshire. Following this, the article describes the digitally enhanced adaptations made to Renfrewshire's nurturing relationships approach (RNRA) to support establishments to cope with the impact of the Covid-19 pandemic. It concludes by drawing out implications for wider educational psychology (EP), local authority (LA) and nurture practitioner practice. These digital adaptations continue to be refined by Renfrewshire Educational Psychology Service (REPS), using an action research approach following quality improvement (QI) methodology. Preliminary findings from the initial cycles of this developing action research are identified with a view to add to further research.