Play Therapy
in Schools
Supporting children’s emotional wellbeing within the school environment.
I provide Play Therapy within schools across Gloucestershire, offering children a consistent, confidential and accepting therapeutic space where they can express themselves through play and creativity.
I work closely with schools, parents and other professionals while keeping the child and the therapeutic relationship at the centre of the work.
Children can experience difficulties for many different reasons.
Sometimes these are clearly visible through behaviour, while other children may become quiet, withdrawn or find it difficult to communicate how they are feeling.
Play Therapy gives children a different way to express and process their experiences without relying on them being able to explain everything through words.
Schools may consider a referral when a child is experiencing:
• Emotional dysregulation
• Anxiety or worries
• Low self-esteem or confidence
• Difficulties with friendships or relationships
• Bereavement or loss
• Family separation or significant changes
• Trauma or difficult experiences
• Anger or challenging behaviour
• Difficulties engaging with school
• Social or emotional difficulties
Supporting children in your school
How it works
Child-centred, non-directive and led at the child’s pace.
Rather than expecting a child to talk about what is troubling them, I provide carefully selected play and creative resources that allow them to communicate in a way that feels natural.
The child chooses how to use the playroom within clear therapeutic boundaries. My role is to offer consistency, acceptance and a safe therapeutic relationship.
The referral process
01
Initial conversation
We discuss the child, the school’s concerns and what support is already in place.
03
Parent or carer involvement
Consent and appropriate background information are obtained before therapy begins.
05
Reviews
Progress is reviewed with the adults supporting the child while maintaining appropriate therapeutic confidentiality.
02
Referral and assessment
Information from school and parent or carer helps build a wider picture of the child’s needs.
04
Weekly Play Therapy
A regular 40-minute session takes place at the same time each week wherever possible.
06
Ending
When the time is right, endings are planned carefully so that the child has time to understand and process the ending of the therapeutic relationship.
Working together
Good communication between the therapist, school and family helps create consistency around the child.
I can work alongside:
• SENCOs
• Designated Safeguarding Leads
• Teachers
• Pastoral teams
• Family support workers
• Parents and carers
• Other professionals involved with the child
Confidentiality matters
Information about individual Play Therapy sessions remains confidential unless there is a safeguarding concern.
Reviews focus on the child's overall progress, presentation and therapeutic needs rather than providing a detailed account of what the child has played or expressed during individual sessions.
What does the school need to provide?
Schools need to provide a private and consistent space where sessions can take place without unnecessary interruptions.
Ideally, the room should be available at the same time each week.
I will discuss practical arrangements with you before therapy begins, including the room, referrals, safeguarding procedures, communication and session times.
Interested in Play Therapy for your school?
Whether you are considering support for one child or Play Therapy within your school, get in touch for an initial conversation about what would work in your setting.
Contact Ian 01594 888230