The Therapywise Foundation, Hereford (2026)

29/03/2026

Wonderful explanation by British Association of Play Therapists of how & why Play Therapists work the way we do.

In play therapy, we don’t just see behaviour
we see the nervous system underneath it
Polyvagal Theory, first developed by Dr Stephen Porges, helps us understand how the autonomic nervous system responds to safety, danger and threat.

Building on earlier work in neuroscience and attachment, including theorists such as John Bowlby, this framework offers a relational way of understanding children’s behaviour.

We understand that children move through different states of their autonomic nervous system.

🟢 Safe and Connected (Ventral Vagal)
A child feels calm, curious and able to engage in play and relationships.

🟠 Alert and Mobilised (Sympathetic)
A child may appear anxious, restless or dysregulated and their system is preparing to fight or flee.

🔵 Shutdown and Withdrawn (Dorsal Vagal)
A child may seem flat, disconnected or disengaged and their system is conserving energy to cope.

✨ In the playroom, children don’t need to explain these states in words.

Through play, they show us where they are and gently, safely we meet them there

Play therapy offers:

💛 A regulated adult nervous system
💛 A safe, attuned relationship
💛 Opportunities for co regulation
💛 Space for the child to move back towards connection

Because healing doesn’t come from fixing behaviour.

It comes from feeling safe enough to be understood.

25/02/2026

From Autism/ADHD Mentoring & Support Team- Key2Confidence, this is great & so helpful.

On paper, exit passes seem supportive for autistic young people...
A clear rule. A bit of autonomy. A way out when things feel too much.

But in real classrooms?
They rarely work the way adults hope they will.

Here’s why 👇

🔦The spotlight effect🔦
Most Autists hate to stand out generally, but using an exit pass puts all the focus on them at the exact moment they’re least able to cope with it.
Standing up. Walking out. Being watched 👀

“Everyone’s looking at me”
is far more distressing than staying in a space that’s already overwhelming.

👥Fear of judgement from classmates👥
Even when peers aren’t being unkind, the perceived judgement is real.

“Why are they leaving again?”

“They’re getting special treatment.”

“They’re weird.”

That internal narrative can be enough to stop a young person using the pass at all.
Avoiding attention becomes the priority, rather than self-regulation.

😕💬You still have to ask (and explain)😕💬
Most exit passes still require verbal initiation or explanation.
When a young person is anxious, or overloaded, speaking up can feel impossible.

So instead of leaving early…
they sit, freeze, shut down 🫥

Not all teachers are aware.
This is a huge one.

Supply staff. Cover lessons. New teachers.
Not everyone knows the agreement, and the young person knows this. Secondary schools can be particularly challenging.

That uncertainty leads to:

fear of being challenged😣

fear of being told no🫷

fear of having to justify themselves in front of others😢

So they don’t use the pass… just in case.

🧑‍💼The risk of being questioned or challenged👨‍🏭

“How many times have you used it today?”
“Can you wait five minutes?”
“Is it really necessary right now?”

Even one experience of being challenged can be enough to make a young person stop using it altogether.

When support feels conditional, it stops feeling safe.

❌It doesn’t address the cause ❌
Noise.
Lighting.
Crowded seating.
Social pressure.
Unpredictability.

An exit pass doesn’t reduce any of these.
It just offers an escape after the nervous system is already overloaded 😢

💡What works better than exit passes alone?💡

Pre-agreed movement breaks that don’t require asking

Adults proactively noticing early signs and prompting DISCREETLY

Quieter working spaces, on the edge of the room, near to the door

Consistent staff awareness (not just one teacher)

If a strategy only works when a young person is calm, confident, articulate and willing to be noticed… it’s not really accessible.

Regulation support should reduce pressure, not add another layer of fear, judgement, or uncertainty 🙏

Patsy x💜💙

P.S. Before anyone says, "They need to learn to speak up and advocate for themselves" in an ideal world yes, but we don't live in your ideal world!

20/02/2026

When animals choose to engage in Animal Assisted Therapies many of these benefits can also be seen between human & animal, especially when play is also involved. And that’s why I love working with my dog with some of my clients! She also loves it 💛🐾💛

How can pets support a child's mental health?

Pets support a child's mental health by:

providing unconditional love, reducing stress, and decreasing feelings of loneliness, which can significantly lower anxiety and improve mood. They foster responsibility and empathy through caretaking, provide non-judgmental companionship, and encourage physical activity. Pets act as comforting, stable, and calming emotional anchors for children

Key ways pets support child mental health:

Reduced Anxiety and Stress: Stroking, cuddling, or simply spending time with a pet can release oxytocin, lowering stress levels. Pets provide a calming presence, particularly during emotional upheaval.

Emotional Support and Companionship: Pets offer a constant, reliable companion, which can combat loneliness and provide a safe outlet for emotions without fear of judgment.

Increased Empathy and Responsibility: Caring for a pet teaches children to recognize the needs of another living being, fostering empathy, kindness, and responsibility.

Improved Social Skills: Pets can act as a bridge for social interaction, helping children feel more confident when talking to peers or family members.

Routine and Structure: Feeding, walking, or grooming a pet helps create a daily, consistent routine, which is beneficial for managing anxiety.

Physical Health Boost: Walking a dog or playing with a pet increases physical activity and time outdoors, which improves overall mood.

24/12/2025

Thank you British Association of Play Therapists. Have loved the

Play helps children develop self-awareness by giving them opportunities to explore who they are, what they enjoy and how they respond to challenges. It builds passion by sparking curiosity, creativity and intrinsic motivation through joyful, self directed experiences.

Some play may not be obviously developing a sense of self, but a child will direct their play to explore their likes and dislikes, what they find interesting or not and what they are capable of engaging with at different development stages. If we trust in their desire to learn and grow we often find that they discover themselves and the things in life they are passionate about, which in turn may spark their future career choices. Let them play and discover for yourself, as adults, that play is not a luxury but a necessity.

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