16th July 2025Website Admin

The Relevance of Therapeutic Approaches for All Schools

Zahra Axinn

This article captures learning from a range of therapeutic approaches used in Gesher School. In a series of interviews, therapists working in the school suggest small changes to practice and learning environments that will make a big difference to learners, and that can be safely and inexpensively implemented in mainstream schools. 

At Gesher School, being a “therapeutic school” is not just a philosophy or frame of mind, it is a feature of our everyday lives. We recognise the importance of therapy for equipping children for future challenges by allowing them to develop their resilience, self-esteem, and compassion, so we embed therapy into teaching and learning throughout the school. Therapists work alongside teachers and really get to know students in session, in the classroom, and in other settings. 

We are very fortunate, of course, to have therapists and therapy assistants working alongside our teachers and teaching assistants, a feature that we realise not all schools will be able to replicate. However, there are some approaches we use that can be safely applied in any school without a huge investment in specialist materials or training.

For this article, I spoke with our Head of Therapies and Speech and Language Therapist Victoria Rutter, our Art Psychologist Hollie Smedley, and our Deputy Head/Drama Therapist Chris Gurney in three separate conversations about their perspectives on the impact of therapy at Gesher and beyond. The following is an adaptation of their advice.

Invest in therapeutic approaches that benefit the most children.

If financial constraints make it tough to invest, focus on a small number of approaches that will benefit the most children, such as language or vocabulary skills, or sensory circuits where students can learn skills for self-regulation. Games that help build up necessary listening abilities and activities targeting gross motor skills can also be widely beneficial.

Little and often is best.

Regular practice of these skills, little by little and often–even five minutes a day–can offer more benefits than one weekly half-hour session.  Pick a priority or two per term–i.e. play skills, listening attention, vocabulary, or social skills for example –and look for online resources, factoring in what’s age-appropriate. 

Create moments of calm.

Brain breaks and yogic breathing during lessons or PE classes can be a great strategy. Also, it’s often an idea to give learners an option to step away and calm themselves by going to a reading corner or other separate space in the classroom. Offer children ways to indicate their mood or ask for help via small visuals on a desk, for example by flipping a colour-coded card.

Never underestimate the importance of being seen and heard.

Children exhibit poor behaviour when they have trouble expressing their needs. Any behaviour is ultimately a form of communication. Acknowledging a child and recognising that they’re asking for help is important, even if you can’t yet figure out what they need. Let them know that you see and hear them. 

Introduce micro-breaks and manage transitions.

Some children struggle to notice when they’re hungry or need the toilet, so it’s important to have regular breaks built into the timetable. At Gesher School we have a low arousal environment that allows children to relax, regulate and reflect between transitions. Children who have experienced chaotic environments and tend to be on high alert often find a quiet space useful to adjust and calm.

Expand opportunities to experience success and build self-esteem.

We notice that children with additional needs who come into Gesher School from mainstream schools exhibit negative self-talk, where they tell themselves that they can’t do something, or that things won’t work. We think this comes from comparing themselves unfavourably to peers, and that once they begin learning with other children who have similar or varied difficulties, they don’t feel so alone in their struggles. The tools provided by art and art therapy, for instance encouraging children with sensory issues to draw using an iPad, also seem to help build self-esteem. For those who struggle with academic subjects, art can be brought into the learning environment to help reduce difficulties. 

Grow trust through consistent interactions.

At Gesher, we employ the PACE approach in our interactions with children, where PACE stands for playfulness, acceptance, curiosity, and empathy. Trust can be built through consistent interactions which in turn help to grow strong relationships between children and adults. Children thrive when they have the chance to engage with an adult who offers them space to express themselves as a whole person. They can be seen and valued in ways they haven’t experienced before rather than being dismissed or infantilised. 

Find your community.

Reach out to other teachers and schools, or to community groups, to talk about how you can best support children. Simple examples are:

– Place2Be is a children’s mental health charity with over 30 years’ experience working with pupils, families and staff in UK schools

– Schools in Mind supports primary and secondary schools in mental health and well-being and SEND.

Many schools have established links with community organisations or faith groups. Gesher, for example, as a Jewish faith school, is able to access the Partnership for Jewish Schools’ wellbeing programme, ‘Heads Up Kids’, which was designed by drama therapists.

Make the most of specialists.

If you do have access to therapists, lean into support from them and ask for their advice on the best strategies for your setting. 

You can find out more about the role of therapy at Gesher School here or by contacting us at [email protected]   

Zahra Axinn is Content Manager at Gesher School. She has worked in education communications for over five years. Her areas of expertise include writing and editing copy, social media management, video and audio editing, design collaboration, and brand strategy. She earned a dual-degree MA in Visual & Critical Studies and MFA in Creative Writing from California College of the Arts, as well as a BA in English Literature and Theater & Performance Studies from Stanford University. Zahra is a member of The Bridge editorial team.

Professional Prompts

  1. Many mainstream schools do not have dedicated therapy expertise or therapy policies outside their SEND unit or department. What is your school’s therapy policy? Is there a strategy whereby you might access and incorporate therapeutic expertise in your school?
  2. Which of the ideas in this article hold the most potential for use in your school? How might you introduce them?
  3. What strategies and approaches can help support students who are disregulated or who cannot engage in their learning? What are some factorswhich contribute to students being disregulated?