I have the privilege of working with a whole range of professionals in my school. For example, we are lucky to have two play therapists in school and this blog has been kindly written by one of our therapists, Jenny. It offers food for thought about the inclusive environment we strive for at school.
It is well-documented that the best conditions for learning include regulation, safety and resilience. However, many young people navigate their world with high levels of stress, uncertainty, and without strategies to cope. Therefore it is little wonder that learning is difficult, and their struggles are often communicated as challenging behaviour. My view is that supporting the child holistically means they can reach their potential, in their learning as well as in other parts of their world.
I am a Play Therapist, which is a form of Psychotherapy that focuses on creative expression, rather than simply talking. I feel this is an especially good modality for those that struggle to express verbally, perhaps because the words have become 'stuck' in traumatic experience, or because there's a neurodevelopmental or processing reason why speaking is hard. We all have the capacity to play (even if the term may not be ‘cool’ for teenagers) yet a world of meaningful exploration can open up when we allow ourselves to be playful, and in Therapy we can harness this creativity to help a young person heal their wounds.
Therapy provides a safe, predictable and regulating environment in which the child is unconditionally accepted, exactly as they are and without judgment. It is inherently warm and nurturing. It can also be challenging for young people, especially when they choose to process some of their difficult experiences. So there is tremendous bravery in these interventions; like learning to trust where trust has been absent, accepting care where there has been neglect, permitting proximity when the world has felt distant, or embracing chaos when life has felt too rigid
Speaking more broadly, I feel Therapy or counselling in schools is vital, and a cornerstone of inclusive practice. Disengagement and exclusion can all too often prevail in systems where children in need are not provided individualised support. Indeed, I feel that working with young people’s mental health is the 'thin end of the wedge', allowing significant, positive and long-lasting change at a time in life with the highest likelihood of long-term benefit. In addition, the role of the Therapist can be incredibly multifaceted in supporting school as a whole: As an advocate for a child who is misunderstood, as a link with home, as a listening and compassionate ear for someone in need, in offering training, or in providing an alternative perspective where the current way doesn’t feel like it’s working.
So what does success look like in this work? It could be a young person finding a calmer demeanour around school, better relationships with peers and teachers, putting a hand up to speak in front of the class, or even saying ‘no’ after a lifetime of hyper-compliance. The outcomes are as unique as each individual accessing Therapy. Yet the ultimate goal is supporting a young person to find their inner resources, shining a light on their own skills and strengths so they can move towards fulfilment, resilience, self-love, and meaningful connection with others.
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