Explore the support.
Understand the fit.

Changing adult language, pace, proximity and demands to reduce avoidable pressure, while preserving safety, communication and support before, during and after distress.

Noticing and acknowledging a young person’s emotional experience, while keeping necessary boundaries and offering useful support without requiring them to name a feeling.

Offering responsive support that changes with the young person’s signals and preferences, including welcome help through everyday difficulties, distress and recovery.

Zones of Regulation offers shared language for feelings and energy. Explore whether its colours help a young person communicate and influence support, without making a preferred colour the goal.

Graduated exposure is agreed therapeutic work with a qualified practitioner to approach a specific fear. Preserve the young person’s influence, communication and essential support throughout the plan.

Organising dependable relationships, communication and manageable routines, while keeping learning, peer connections and the pupil’s experience central to any nurture provision or review.

Cognitive behavioural therapy for anxiety explores a young person’s specific fears with a qualified practitioner. Keep treatment, practical access changes and the person’s own goals and experience distinct.

De-escalation changes immediate adult responses and conditions to reduce distress and danger. Preserve communication and support, use the appropriate safety pathway, and review the young person’s experience afterwards.

Group dramatherapy uses creative processes within a planned therapeutic group. Consider the young person’s purpose, preferred participation and peer context, with clear boundaries and careful review of experience.

Individual dramatherapy offers creative therapeutic work at a young person’s pace. Agree its purpose and boundaries, preserve communication and choice, and review experience without assuming superiority over group work.