Step 1: Referral and Consultation

Referrals are made in consultation with parents or guardians, ensuring that consent and family engagement are central to the process.

Schools are asked to provide relevant background information, where appropriate and consented, to help us understand the student’s needs and ensure therapy is safe and effective.

Note: TSCT retains clinical discretion regarding suitability for therapy and continuation of services.

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Step 2: Planning the Therapy Structure

We provide flexible options for structuring sessions based on the school’s needs:

• Individual 1:1 sessions: Offered as a long-term intervention (minimum 12 sessions). Long-term therapy allows students to build a consistent therapeutic relationship, explore complex issues in depth, and develop sustainable emotional regulation skills that lead to meaningful outcomes.

• Group sessions: Offered as a minimum of 4 sessions. Group therapy allows multiple students to benefit while minimising time out of class. Sessions are structured to support emotional growth without negatively impacting academic learning.

For high schools, we can offer a rolling timetable, ensuring students who participate in therapy do not miss the same subject repeatedly and can maintain continuity in their studies.

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Step 3: Why Taking Students Out of Class is Beneficial

While it may seem counterintuitive to remove students from lessons, research and clinical experience show that:

• Students who require therapeutic support are less able to engage fully in learning if they remain in class while struggling with emotional or behavioural challenges.

• Participating in therapy helps students develop coping skills, emotional regulation, and resilience, which directly improves focus, behaviour, and learning outcomes in the classroom.

Taking students out for structured therapy is an investment in their learning—helping them return to class better able to concentrate, participate, and interact positively with peers and teachers.

Step 4: Monitoring and Collaboration

We maintain ongoing communication with the school to ensure therapy is meeting students’ needs and to adjust session structures if required. Collaboration may include:

• Feedback on student progress (within confidentiality limits)

• Recommendations for supporting emotional wellbeing in the classroom

• Adjustments to session timing or grouping based on academic and therapeutic priorities

This collaborative approach ensures that the school, student, and therapist are aligned in supporting the student’s wellbeing and learning.