ABSTRACT
This chapter aims to explore some of those challenges and to offer strategies to minimise the impact they may present. It provides a tool kit for play therapists and examines in the planning, preparation and practice of play therapy within schools. Delivering play therapy in schools can be perceived as a natural and safe option, but there are a number of challenges that can affect the therapeutic process. In an atmosphere where support services are limited and thresholds are high, schools are on the front line of providing initial helping interventions. Research indicates that when schools support their pupils’/students’ emotional wellbeing and mental health, there is greater opportunity for both pupil and whole school attainment. Incorporating play therapy into the structures of a school takes time, and there is a need for information sharing, clear communication and developing effective relationships between the play therapist and school staff.
