ABSTRACT
This chapter explores how therapeutic education and accompanying claims are taking hold in primary schools. It highlights specific examples of the content, process and assumptions in particular interventions. The chapter outlines political and popular concerns about boys as an example of assumptions made about the emotional needs of particular groups. It summarises some concerns about assessment of emotional literacy and well-being. The chapter describes the implications of examples for educational goals and practices. It discusses the underlying principles and processes of liberal humanist counselling are a staple part of children’s primary school experience through activities such as circle time and Philosophy for Children. Many schools require children to make displays of emotions and feelings, with photographs and drawings of different facial expressions and the emotions they might indicate. Nurture groups have a long history as a specialist approach for children with emotional and behavioural difficulties who are not seen as needing individual therapy or counselling.
