Since Rushey Mead Primary School in Leicester discovered Drawing and Talking over two years ago, the teachers trained in the early-intervention therapy technique have seen first-hand the benefits it has had on their pupils.

Rushey Mead Primary School


Rushey Mead Primary School in Leicester discovered Drawing and Talking in October 2015 when the head teacher opened an email from the D&T team which ignited enthusiasm for the therapy. Natasha Jackson, the Assistant Head Teacher at Rushey Mead Primary School, who leads the Special Education Needs and Disabilities (SEND) team said: “The therapy method is the most effective way to enable the children to share symbolic drawings and safely talk about them in as little or as much depth as they want”.

“Children need stability, security and consistency and these are all elements that the Drawing and Talking therapy provides; it’s paramount for them to be in an environment where they feel they can express their concerns or worries in a visual form,” she adds. “The weekly sessions have created positive relationships between myself and the children I work with, which means they feel they have a nominated trustworthy person they can turn to in school.”

Since 2015, three other teachers at the school have been trained in the therapy technique, including Karen Sheerin, an Inclusion Manager and part of the senior management team. She comments: “Drawing and Talking is an excellent addition to our portfolio of therapy methods for the children. The relaxed and calm approach is particularly welcomed in what can sometimes be a hectic school day for the children.”