Previous research exploring the role of nurture group practitioners (NGPs) has highlighted the complexities of the skilled work undertaken by these educators working with some of the most vulnerable pupils in schools, however, little research has been dedicated to investigating the demographics of this workforce and their perceptions of the stressors that affect their wellbeing in the workplace. This case study utilised an adapted version of constructivist grounded theory methodology to analyse data gathered from demographic questionnaires, wellbeing indicator surveys and semi-structured interviews to develop an understanding of NGPs that can be explored in future research. Data analysis resulted in the emergence of some distinctive concepts indicating a preliminary theoretical understanding of the emotional and psychological resources that NGPs employ in their daily work that act as stress moderators, allowing them to cope with the stressors of their roles more effectively, thereby enhancing their wellbeing and ultimately creating better learning environments for the pupils in their nurture groups. Results suggest that NGPs have a unique 'resource capability' and other attributes associated with high levels of emotional intelligence (EI) and that further understanding, development and protection of these attributes in relation to workplace stressors would be beneficial for their wellbeing and work-related outcomes.