What Does It Mean To Be A Therapeutic School?
Jules Daulby
An in-depth look at what it means to be a therapeutic school – prioritising relationships, inclusion and trauma-informed practice to support every child’s development.
What is a ‘therapeutic school’?
Cambridge Dictionary describes therapeutic as ’causing someone to feel happier and more relaxed, or to feel healthier.’ A therapeutic school believes that all strategies support pupils to develop healthily while none will ‘do harm’ (intentionally or otherwise). An old-style traditional school in the 1950s which used disciplinary measures such as the cane is the opposite end of therapeutic scale. Somewhere in between might be publishing grades in order of achievement in a public place, using isolation booths as a punitive measure or shouting at pupils so vehemently as to induce fear in the child. More common strategies such as detentions and being sent out of the classroom need more analysis. It is often this part which allows for a healthy debate on the needs of the whole school versus the needs of the child.
In its truest form, a therapeutic school does the following:
It values relationships above all else
A relational approach views behaviour as a way to communicate needs, and uses relationships to support the child’s development. ‘Connection before correction’ or, in the words of a pupil in alternative provision following permanent exclusion, ‘Say hello before you tell me off.’ A therapeutic school prioritises relationships to enable learning.
It fosters inclusion
It works on creating a culture of respect by valuing all members of a school community. The intention is to make pupils feel safe, connected and that they belong. There is no ‘othering’. Everyone belongs in the community.
It rejects the punitive approach
There is no use punishment, shouting or creating a sense of shame within the child. The question is what does this child need rather than what’s wrong with them? There are protective consequences to either keep the child or others safe but always with the intention of using these times as positive opportunities for learning. An example is to keep a child away from peers at play time if they are being unsafe. The child is still entitled to a playtime but at a different time or place. This would be made positive to teach pro social behaviours with the intention of being able to play safely with their peers again as soon as possible.
It prefers challenge rather than threat
A school built on relationships and a lack of punishment does not mean low expectations or ‘letting them get away with it’. Students are challenged in a supportive environment but charts and rewards are not part of this landscape. Alfie Kohn’s ‘Punished by Rewards’ is a useful book to unpick this. Are children being rewarded for the efficiency of their parents for example (bringing in kit or doing their homework with help from home)? Or, for their health (attendance can often be hindered by medical reasons)? Even innate ability (some children may not be trying particularly hard but have naturally neat handwriting or an excellent working memory which supports rote learning. Most importantly, children who are already disadvantaged through SEND, socioeconomically or having experienced trauma can suffer under a punitive and reward system. It is good to praise but the aim is to do this individually. Sending postcards home is a great strategy to support this.
It is trauma-informed
“Connectedness has the power to counterbalance adversity.” Bruce Perry
A recognition that being exposed to trauma can affect social development and that children can have neurological, psychological and physiological behaviours which may need exploration. Approaches and support for these children need to be built into a graduated response recognising how events and experiences may affect them. Additionally, to be curious about behaviours, analysing in detail the times, events and staff involved to see if there are any correlations which may explain their anxieties.
It has a therapeutic climate
If there are behaviours which are affecting them and others in the school negatively, it is not that these are ignored or accepted but neither are the reasons as to why they behave like they do. A therapeutic school believes that children cannot behave in the long term just because you say they should or they are fearful of punishments. For some children, they may be scared and become compliant but for others, punishments (or the threat of them) will escalate their behaviours; sometimes to the point of exclusion. Neither of these results benefit the child. When they are not in fear or when no-one is watching, will they still act in a positive way? Compliance is not self-advocacy. Therapeutic schools want to grow good neighbours and members of a community who act in a positive way towards themselves and others, not because they are made to but because it’s the right thing to do.
It focuses on greenhousing, not warehousing
Angela Wadham, founder of Therapeutic Thinking, believes in creating an environment for children to grow (greenhousing). This approach accepts difference, is warm and nurturing. The analogy extends to seeds of hope and opportunity and the therapeutic approach nourishes the seeds to grow into thriving adult plants. Take away any of the factors needed for this and the plant will begin to wither and their growth will slow. The opposite is warehousing where the factory line is the same, it’s functional but inflexible and has no environment to grow, flourish and thrive.
Behaviour in Schools 2024
The Department of Education’s document, ‘Behaviour in Schools’, aligns with the therapeutic approach. It advocates a clear and well communicated behaviour policy, an understanding of SEND, trauma, mental health and well-being. The Equality Act (2010) is at the forefront of decision making. The DfE recommend a graduated response to behaviours which assess, plan, deliver and review the interventions put in place for a child. It states that schools should analyse their data to ensure children with protective characteristics are not disadvantaged and schools should be mindful of pupils who are repeatedly sanctioned to ensure the approach used is benefitting and improving that child’s behaviour. Finally, that there should be explicit teaching of positive behaviours with staff training on scripts and de-escalation behaviours. All approaches which underpin therapeutic schools.
A new edition to the DfE’s response is asking for schools to build a behavior curriculum which goes beyond the policy. Again, this would be a therapeutic approach and children, especially those who have SEND and SEMH needs struggle to regulate and behave in a pro-social manner conducive to school life. Teaching children about emotional literacy and self-regulation is vital. If a child is constantly being sent out of class or receiving sanctions in school, do they know what the expectations are? Have they been taught the school values and behaviours? How much work is done with them once they’ve been sent out? Can they build relationships with the teaching staff when most of their time is spent out of the classroom in isolation?
According to the DfE, this curriculum needs to identify behaviours at each developmental stage and age. Furthermore, they need to define the skills required to achieve each stage. Children who are struggling should be identified and taught explicitly to close the gap with their peers.
Continual professional development for all staff.
One of the most powerful elements of a therapeutic school is the consistency of approach among staff. All staff will know scripts and body language to use to deescalate. They will recognise behaviours such as: disassociation (freeze), aggression (fight), running (flight), hypervigilance (quick to react and see), wanting to please (fawn) or becoming easily overwhelmed by sensory stimuli.
Examples of Scripts (Therapeutic Thinking 2025)
Positive language
Say the behaviour you want rather than highlighting the negative behaviours
- Stand here.
- Put the pencil on the table.
- Walk on the path.
- Walk with me to your classroom.
- Sit down or stay in your chair.
Limited choices
This prevents children from being backed into a corner. It allows them an element of choice, but you are still in control.
- Shall we talk here or in the library?
- Orange or lemon squash?
- Are you going to sit on your own or with the group?
- Do you want to start with a picture or writing words?
De-escalation
This ‘takes the oxygen’ out of a situation and allows for space and calm.
- I can see something has happened
- I am here to help
- Talk and I will listen
- Come with me and…………
Disempowering
You’ve probably seen or have done yourself incidents where the situation has been made worse by arguing with the child. At these times, the best way is to interact as little as possible (disempower) until the situation improves. At that moment you would empower the child showing that behaving in a positive way is more effective.
- You can listen from there.
- Come back into the room when you are ready.
- We will carry on when you are ready.
- You can keep the book until the end of the lesson.
Acknowledging emotion
This can often deescalate a situation almost immediately. When a child had pent up anger, frustration or sadness, there is a moment where you can make them feel heard or ignored.
- I can see you are cross, I’m going to wait over here in case you need me.
- You seem upset, can I help you?
- You must be very sad. I’m sorry that happened to you. I’m going to sit with you because I care. You don’t need to talk.
- I saw what happened. I bet you’re feeling angry right now. It wasn’t OK. Ms Smith is speaking to the other pupil. I’m going to stay with you to make sure you’re safe. Let me know if you have any questions.
Relational scripts
These phrases can build positive relationships with children. An added advantage is that we model positive behaviours. Wondering aloud can often name what’s happening to the child even if they haven’t got there yet.
- I thought of you at the weekend when I saw…
- How’s your day going?
- I saw that Liverpool lost at the weekend. Bet you’re gutted. Sorry that happened but they’re due a win soon!
- Are you OK? What’s going on? I wonder if….
- Thank you for telling me that. That must have been stressful….
Useful Links
Whole school approaches
L30 Relational Systems (Mark Finnis)
Therapeutic Thinking is an approach in schools linked to behaviour, attendance and mental health. It was originally created in Norfolk by Angela Wadham but has since expanded nationally.
https://therapeuticthinking.co.uk/services/
The Thrive Approach is an approach to support children’s social emotional development with the idea of improving attendance, behaviour and mental health.
https://www.thriveapproach.com/
When the Adults Change (Paul Dix) HOME | WhenTheAdultsChange
Books
Adele Bates – Miss, I don’t give a s**t https://www.amazon.co.uk/Miss-dont-give-challenging-behaviour-ebook/dp/B092NVZV3J?crid=2GBS5SJKOIP8&dib=eyJ2IjoiMSJ9.5UXPqg4CvEM80YLdHr9USvRH9Y5ac4oz9kCCBrJCuq2oV4W5lqgQf3NSP2Jn6-i3OP4JOwRXxrWB6zpxy0OzfA.xMxVFX-rfhePpCCFifQ5CImP_ABmAJCk2cEc-qOQskg&dib_tag=se&keywords=adele+bates&qid=1739727495&s=digital-text&sprefix=adele+bates+%2Cdigital-text%2C325&sr=1-1
Sue Cowley – Many books on behaviour but probably the most seminal is ‘Getting your class to behave.’ https://www.amazon.co.uk/Getting-Your-Class-Behave-management-ebook/dp/B0CTQSHFDG?crid=XTB1Z69S3CZE&dib=eyJ2IjoiMSJ9.RJxpvMt1sKtJYVnR6Nlt0DXteOxCTDst2b0Fg2mTDFhfkkc3nJhGb365suPPe9hTuprfulJg7WyXeEZAkUITE8duol_dnUSLVvScvpV3XSNnv9MxxAhm4J5Ui-kXTZW1d5C_2s4wspPoZ_YrfNzxVcFfsFu7hIhMzAcLa_KVHEWZ2GbP04CCZKrODH4U-0TGM5nLrOkQ-Q8wzwbDbl8kJ79OyvkQch3p64OI7WLdMzc.CT8R3ZTvSZfo5JZMKJOdS4GAaR6l9ziua_-ITzSSdb8&dib_tag=se&keywords=sue+cowley&qid=1739727543&s=digital-text&sprefix=sue+cowley%2Cdigital-text%2C195&sr=1-2
Dr Lisa Cherry – Conversations that make a difference to children and young people.
Bruce Perry – recently wrote a book with Oprah Winfrey on trauma, resilience and healing https://www.amazon.co.uk/What-Happened-You-Conversations-Resilience/dp/B08YNVJYGX?crid=Q298W19DKS4Y&dib=eyJ2IjoiMSJ9.kcwqUmkNzRbLbN2fdZPb0clb9XQ6HK7yheZPzZXHVpsR9GNE4ZTuOl3u51lFIML-v4hJic2X1IW9ZWLF97J7ndCdFTo-srgeKGqqa1E4C-26Yv0qXZcd0YWcYru9HnBVHBbdyJCkwhCoeSkudTxi3glAI5P-M5Dl5W_SVOfSF2Yh9oP81lm5Go3s9pPx9Y4rBlJGDbkDaEcnrEi7_c34Ey7rqIXsQ-_aZ_WITofaRe4.b9heD36uNE8WMasKYK8ZKC-x-L8XnW0RAP1tRFlwrmc&dib_tag=se&keywords=bruce+perry&qid=1739727850&s=books&sprefix=bruce+perry%2Cstripbooks%2C104&sr=1-2
His most famous book detailing how trauma affects the brain is Raised by Dogs https://www.amazon.co.uk/Raised-Bruce-Perry-Szalavitz-Collection/dp/9124123560?crid=Q298W19DKS4Y&dib=eyJ2IjoiMSJ9.kcwqUmkNzRbLbN2fdZPb0clb9XQ6HK7yheZPzZXHVpsR9GNE4ZTuOl3u51lFIML-v4hJic2X1IW9ZWLF97J7ndCdFTo-srgeKGqqa1E4C-26Yv0qXZcd0YWcYru9HnBVHBbdyJCkwhCoeSkudTxi3glAI5P-M5Dl5W_SVOfSF2Yh9oP81lm5Go3s9pPx9Y4rBlJGDbkDaEcnrEi7_c34Ey7rqIXsQ-_aZ_WITofaRe4.b9heD36uNE8WMasKYK8ZKC-x-L8XnW0RAP1tRFlwrmc&dib_tag=se&keywords=bruce+perry&qid=1739727850&s=books&sprefix=bruce+perry%2Cstripbooks%2C104&sr=1-3
Dave Whitaker. Talks about ‘unconditional positive regard’ and has written The Kindness Principle https://journals.sagepub.com/doi/abs/10.1177/0892020619842526?download=true&journalCode=miea
https://www.amazon.co.uk/Independent-Thinking-Restorative-Practice-relationships/dp/1781353387
Alfie Kohn – Punished by Rewards https://www.amazon.co.uk/Punished-Rewards-Trouble-Incentive-Praise/dp/0618001816
DfE publications
Behaviour in Schools – Advice for headteachers and school staff Feb 2024
Guidance on use of reasonable force https://consult.education.gov.uk/behaviour-unit/revised-use-of-reasonable-force-guidance/supporting_documents/Use%20of%20reasonable%20force%20and%20other%20restrictive%20interventions%20guidance.pdf
