What is a therapeutic classroom?

A therapeutic classroom takes what isn't working in conventional classrooms, looks at the needs of the children and does things differently.

Our classrooms are welcoming, safe, inviting environments that cultivate learning through their design. They calm stress hormones and increase feelings of emotional safety, whilst meeting the emotional and mental health needs of the children. Therapeutic classrooms include calm spaces and flexible seating in every room as standard, and allow children to work where they feel most comfortable. They take into consideration space, lighting, comfort, accessibility, inclusivity and connective learning. Therapeutic classrooms are inspiring places that children want to be in and are underpinned by science.

Why are they called 'therapeutic'?

When we engage with something therapeutic, like a warm bath, massage, long walk, talking with a friend or gardening, we feel grounded, safe, calmer and more present. We gain a sense of clarity and renewal that help us take on the challenges of the days to come with renewed energy. Our rooms and approach offer the children these same properties through the environment itself. Spending time in our rooms affects how they feel and
therefore how they engage, learn and perform in the spaces.
Watch our first therapeutic classroom make overs on YouTube and get hints and tips for your own rooms Here

Children need more from their environments

Children are navigating a world that perpetuates and glorifies chronic stress. In every classroom you will find children who come from busy families, are struggling with adversity or trauma and/or are addicted to devices such as phones, tablets and gaming. Children today spend very little time relaxing and in a calm state.

The numbers of children playing outside, visiting friends face to face and spending time in nature have dramatically decreased over the last 10 years with children choosing to spend their spare time on technology, scrolling their phones or gaming. This impacts the brain in a negative way, increasing stress hormones, reducing their ability to concentrate, creating feelings of anxiety, diminishing social skills and leaving children unable to regulate or manage their emotions.

Children and young people's minds are constantly working from their survival brain as it tries to cope with the constant fast pace, demanding environment around them. It is no surprise that their mental health and wellbeing needs are at an all time crisis and it is showing in the classroom.

Our classrooms reduce those stress hormones and purposefully create a space where children can begin to regulate and learn to manage their own sense of wellbeing and mental health.

They also help children to experience and feel what it is like to be in a nurturing, safe environment that helps them feel inspired and learn. This is especially important for those children who don't live in comfortable, warm homes. The classroom therefore doesn't just teach the curriculum but also what it feels like to be warm, safe, comfortable and calm!

Our aims

To change perceptions and raise standards in UK classrooms
To ensure every classroom is trauma informed, attachment aware and inclusive
To ensure every classroom is designed around the needs of the child
To ensure mental health and wellbeing is embedded into the classroom environment
To ensure every child has a nurturing, welcoming environments they can feel emotionally and physically safe in
To ensure all children are comfortable as a basic requirement.
To ensure children have access to flexible seating options that help reflect their needs from session to session
To ensure the environment contributes to long lasting, significant outcomes for children
To ensure the classroom also supports teacher wellbeing and mental health

What is a therapeutic classroom?

Why is this approach so important, what is the impact and what does it mean to be a therapeutic classroom?

Please note, This video showcases many of our pilot schools. We no longer use some of the furniture shown in this video*

The impact is really hard to put into words. We have happy children who love coming to school and who want to learn. We have children who no longer attack staff, kick in walls and trash rooms!

Personalised Learning Pathways Manager

Southampton

We have seen the benefits of this room in such a short space of time. Children who were previously reluctant to come in, are now here on time, ready to learn. Children with additional needs are able to self-regulate and we have even experienced a child taking a nap on the couch for 10 minutes and then returning to their learning more refreshed!
I would never have imagined it having such a positive effect on our children, but it does – it works!

Head Teacher - Worsley Menses Primary

Wigan

For children who have complex trauma backgrounds and children who are anxious the space feels safe and somewhere where they will be supported and allowed to make mistakes. The space tells them that the staff and the school care about them. However, the classroom does not only support children with attachment and trauma needs. All our children feel that learning in this space is easier because they feel calm and have space to think. The rooms have had a positive impact on staff wellbeing and now all our meetings are held there because they are the best places in the school to work and think creatively.

Head Teacher - Whitefield Primary School

Liverpool

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