Therapeutic Support for Schools in Birmingham

Playful, relational support to help children feel connected, confident and ready to learn.

In person • Commissioned by schools

By creating emotionally safe, nurturing environments in schools, we equip children to build positive relationships and regulate their behaviour. Our Theraplay® interventions support children in Key Stages 1 and 2 to develop the social and emotional skills that promote resilience and belonging.

Theraplay® is a structured, play-based approach recognised by the Early Intervention Foundation as supporting positive emotional and behavioural outcomes for children. It uses adult-guided play to build:

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Emotional security

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Co-regulation

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Trust and connection

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Confidence in relationships

Instead of focusing on talking or problem-solving, Theraplay® focuses on doing. Children experience warm, attuned, cooperative interactions that support their nervous system, strengthen emotional resilience and help them feel safe with the adults who care for them.

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Our work always begins by getting to know your school and the children you want to support. We introduce staff to the Lighthouse Model, a simple, Polyvagal-informed way to understand whether children feel “safe”, “struggling” or “drowning” and how to help them return to emotional safety.

We then deliver a programme of Theraplay®-informed sessions that combine:

Playful, structured activities tailored to developmental needs
Opportunities for staff to join in and learn the approach
Use of lumin&us®, our NHS-approved relational app, to help adults continue co-regulation practices between and beyond sessions
Opportunities to include parents so everyone supporting the child feels informed

Throughout the process, we offer reflective conversations with staff so the approach becomes embedded in everyday relationships and routines.

This ensures changes last long after the direct delivery has ended.

We work collaboratively with schools to understand the difference the sessions make. This includes wellbeing measures, such:

The Stirling Children’s Wellbeing Scale
Simple Lighthouse Model check-ins during sessions
Feedback from staff, children and parents

Across our programmes, children show significant increases in emotional wellbeing and gains in confidence, communication and social connection.

A key part of our work with schools is building staff confidence to use relational, play-based approaches across the school day in transitions, in moments of challenge, and in everyday interactions that help children feel secure and understood.

Our team has specialist experience supporting children whose early experiences may make connection, trust and regulation more difficult. We offer gentle guidance to help staff recognise children’s emotional needs and respond in ways that promote safety, belonging and relationship-building.

We support schools through:

Modelling and co-working in sessions, so staff can see connection-building in action
Practical relational tools that can be woven into classroom routines and pastoral support
Reflective conversations that help adults understand what children may be communicating through behaviour
Simple approaches that fit naturally with your school culture and existing strengths
Optional training and consultation for staff teams, linking directly with our wider training offer for professionals

This approach supports a sustainable, whole-school approach to strengthening relationships, building adult confidence, and creating environments where all children can thrive.

“We found it hugely beneficial to partner with Beacon Family Services to run Group Theraplay® sessions for targeted children and parent sessions. The facilitators understood each student and their unique needs and tailored the programme accordingly. Each child learnt strategies for understanding and reuglating themselves and their emotions and benefitted from the group work. Prior to the sessions, school needs were discussed, understood and met. The inclusion of parents in the programme was lovely and beneficial for all concerned.”

Pastoral Lead/Manager, New Hall Primary School

18th March 2026