ABSTRACT
In this chapter, I’m addressing three issues. First, who or what is the child that we have in mind when bemoaning the advent of what has been called “toxic childhood”? Second, can therapy really make a difference to whatever educational malaise Britain is currently suffering from? Third, is it possible that our educational debates and discussions of educational issues by politicians have become too “heady” and abstract, and could this imbalance be managed better by more of a focus on the body?
