A Frontline Perspective - Therapy in Schools
As a therapist working with West London Action for Children , I’ve seen first-hand the transformative impact that in-school counselling can have on young people. WLAC has been supporting the emotional wellbeing of children and families for decades, and our presence within secondary schools has become an increasingly vital part of that mission.
One of the most immediate advantages of offering therapy in schools is accessibility. For many of the young people we work with, attending a weekly session during the school day removes a huge barrier. There’s no need to navigate public transport or rely on overstretched parents and carers. For families facing poverty or instability, even a short journey across the borough can be a significant challenge.
Being based in school also allows us to work systemically. We can collaborate with teachers, pastoral teams, parents, and other agencies to support each student more holistically. Sometimes, that means offering psychoeducation to staff—helping them understand how early life experiences, trauma, or unmet emotional needs might be shaping a pupil’s behaviour.
The reasons for referral are wide-ranging. We regularly work with students grappling with issues like family separation, bereavement, domestic abuse, a recent diagnosis, special educational needs, bullying, perfectionism and social isolation. More recently, we’ve seen an increase in themes around poverty and the complexities young people face when exploring or expressing their LGBTQIA+ identities. These experiences often intersect, adding further weight to a young person’s emotional load.
It’s not uncommon for pupils to initially view us as part of the teaching staff, which can make it harder to build trust. But over time, and with the support of a dedicated link worker—usually from the school’s Senior Leadership Team—we’re able to create a space that feels different: private, safe, and firmly boundaried. These practical details—the room, the art materials, the consistency—matter. They tell the young person: this space is for you.
For students who struggle to express themselves with words, we use creative approaches like art or therapeutic games to help build rapport. These tools often become metaphors through which deeper emotional themes can emerge. And as trust builds, so does the student's capacity to reflect, explore, and make sense of their internal world.
It’s heartening to witness the shift happening in schools. More and more, they are recognising that behaviour is communication. Rather than labelling students as “difficult” or “disruptive,” there’s a growing willingness to ask: What might be behind this behaviour? This change in mindset is essential. It opens the door to therapeutic support that allows students to feel heard and understood—and to begin making meaningful changes in how they relate to themselves and others.
As the work deepens, we often see students start to connect the dots. They begin to understand where their strong reactions are coming from. They reflect on past experiences and how these may be influencing their present. Some find themselves worrying less, overthinking less. Others report feeling calmer in situations that once caused distress.
At WLAC, we believe in the potential of every young person. By embedding therapy into the school day, we’re not just supporting individual students—we’re helping to build emotionally literate school communities where vulnerability is met with compassion, and where every child feels seen, valued, and supported.