Background & Context
A Child and Family Support Worker in a large primary school has been using Drawing and Talking (D&T) for several years, having previously worked part-time on the pastoral team. As the only pastoral member of staff, she supports a wide range of children, including those who have experienced trauma, children who are LAC or PLAC, bereaved pupils, those struggling with behaviour and access to learning, children navigating parental separation, and young people dealing with anger or self-harm.
Her interest in therapeutic and attachment-based work grew from a deep recognition that children today need far more emotional support than the curriculum typically allows. She remembers going through her own childhood traumas without anyone in school to talk to, and this personal experience inspired her to explore Drawing and Talking. She was drawn to its simplicity, the clarity of its structure, and its focus on holding space rather than fixing problems. It felt unlike any other intervention she had previously offered.
Experience with Drawing and Talking (Foundation Level)
Over time, she has witnessed the significant impact D&T can have. Children who once struggled to express themselves or trust adults have begun to show more confidence, communicate more openly, and articulate feelings they had kept suppressed. Even years later, many still tell her how much they loved their sessions and how safe the space made them feel.
One particular moment stands out vividly. A nine-year-old adopted boy—who often masked his emotions—created a drawing that told the story of a boy trying to trust someone enough to talk about his birth mum. This ninth picture became a breakthrough moment, unlocking feelings he had never previously voiced. It marked a turning point in his ability to process his past.
She particularly values the pencil-and-paper approach for its simplicity and the subtle boundary-testing that can occur, such as children asking for colours or rubbers. The main challenge, however, was resisting the instinct to fix things. As an ELSA, she was used to offering solutions, and D&T required a different kind of holding.
Introducing Sandplay (Advanced Level)
After completing the Foundation Course, she chose to progress to Sandplay because she loved the idea of extending the D&T process into a hands-on, three-dimensional experience. This gave her another therapeutic option for children who might not engage as easily with drawing.
She sees a clear difference between the two approaches: Drawing and Talking tends to offer more structure, while Sandplay gives children movement, freedom, and sensory engagement. For non-verbal children, those with trauma stored in the body, younger children, or those who find drawing difficult, Sandplay often feels more accessible.
Children respond with excitement when first introduced to the sand tray. In the initial sessions, many enthusiastically place every object into the tray, fully embracing the freedom of the experience. She was surprised by how quickly some children immersed themselves in their stories—much more rapidly than in drawing sessions.
Impact and Growth
Sandplay has been particularly powerful in cases involving significant trauma. One child who had experienced sexual abuse was able to depict their journey through characters and symbolic villains, concluding their story with a sense of trust in a new adult. Themes such as battles, victory, escape, reconciliation, and problem-solving often emerge more naturally in the sand.
Learning Sandplay has strengthened her confidence and expanded her toolkit. It has also honed her ability to stay calm and grounded—even when objects are being thrown or chaotic stories unfold—helping children feel safe and unjudged. She sees Sandplay as an accessible, nurturing intervention that can fit seamlessly into whole-school or multi-agency support.
Reflection & Recommendation
She encourages any practitioner unsure about taking the Advanced Course to go for it. Sandplay increases confidence, offers greater flexibility, and allows practitioners to tailor support to the individual needs of each child.
She believes Sandplay deepens the principles of Drawing and Talking by offering a different but complementary way for children to express their inner worlds. With characters, objects, and story prompts, Sandplay provides a scaffold that sparks imagination and reveals layers of meaning that might remain hidden in two-dimensional drawings.
If she had to sum up the value of Sandplay, she would describe it as:
“A beautiful, hands-on therapy that allows a child's inner feelings and thoughts to fully immerse in play.”