A story from an ELSA
In schools across the UK, Emotional Literacy Support Assistants (ELSAs) play a vital role in helping children process difficult feelings and build emotional resilience. One experienced ELSA, who is also a Trust Lead SENDCO and Mental Health Lead, has discovered that the gentle, non-intrusive approach of Drawing and Talking can offer an ideal first step for children who aren’t yet ready for more structured emotional work.
With over 20 years' experience in education—including roles as a headteacher, SENCO, and class teacher—this Practitioner brings deep insight into how different interventions can be layered to meet children's evolving needs. She currently offers targeted emotional support across EYFS and primary settings, helping children with friendship challenges, bereavement, school avoidance, self-esteem, and big feelings.
A Safe Space to “Just Be”
She first encountered Drawing and Talking during a career break, and was immediately struck by its gentle, unmeasured approach. "It’s a gift," she reflects, "a space where children aren’t being instructed, assessed, or analysed. They can just ‘be’."
Drawing and Talking, in her view, differs from other interventions in its simplicity and depth. It offers time and space for trust to grow—free from the pressure to talk about feelings directly. Children are encouraged to draw and tell stories about their pictures, which gives them emotional distance while still enabling expression.
Why Drawing and Talking Before ELSA?
This ELSA practitioner finds that Drawing and Talking is often the ideal foundation before beginning ELSA. It helps:
One powerful example involved a 9-year-old girl, S, who had recently lost her younger brother to cancer. Understandably, S was not ready to engage in traditional emotional support. Her family agreed to Drawing and Talking as a gentle starting point. Over 12 sessions, she explored themes through her drawings—including stories with siblings and cats—but avoided sadness and direct references to grief. The sessions helped her feel in control, respected, and emotionally safe.
When the time came to begin ELSA, the foundation laid through Drawing and Talking made all the difference. S was already comfortable working one-to-one, able to talk aloud about thoughts and feelings, and deeply trusting of her practitioner.
"From week one of ELSA, she felt safe. She knew I understood her and would respond appropriately."
What Makes for a Smooth Transition?
For a successful shift from Drawing and Talking into ELSA, this ELSA highlights the importance of:
While Drawing and Talking is entirely child-led, ELSA sessions are more fluid—often a mix of child-led and adult-guided activities. The key is ensuring the child feels emotionally safe enough to explore more direct or challenging themes in ELSA, having first experienced a less demanding space.
Demonstrating Impact to Stakeholders
Drawing and Talking also provides a clear rationale for intervention choices—something that’s invaluable when speaking with senior leaders, parents, or Ofsted.
“It shows we aren’t using a one-size-fits-all approach,” she explains. “Sometimes children aren’t ready for direct interventions. Starting with Drawing and Talking demonstrates we understand their emotional needs and are prioritising wellbeing.”
This layered approach reflects a strong, child-centred SEMH (Social, Emotional and Mental Health) strategy, helping schools show they are committed to long-term emotional regulation and resilience, not just short-term fixes.
Advice to Schools New to Drawing and Talking
Her advice to colleagues is clear: start with Drawing and Talking when you’re supporting children who are overwhelmed, withdrawn, or emotionally shut down.
“Many children can’t identify their feelings, let alone talk about them. Drawing and Talking gives them the space to begin that journey safely.”
When schools adopt Drawing and Talking as a pre-ELSA tool, they open the door to more meaningful, effective emotional support—and ensure children feel seen, heard, and understood, long before they’re expected to talk about what hurts.