Alternative Education and Therapeutic Provision in Dorset, Somerset and Wiltshire
Approved by Dorset Council and Somerset Council for Alternative Education Provision
Approved partner on Dorset Families Matter Directory
Registered with Adopt South West for Drama and Art Therapy
Therapeutic Education through 'Windows on the World'
This is a way of working with children and young people which uses education and learning as a way to boost confidence and self-esteem. WINDOWS ON THE WORLD is a programme of Therapeutic Education that really works! Developed by Rebecca throughout her working practice as teacher and therapist.
The Windows on the World programme was a response to the challenge of delivering a broad curriculum in a specialist school, which fulfilled Ofsted and other statutory requirements, to students not interested or able to engage in learning.
It is now a proven way of re-engaging reluctant learners and school refusers back into enjoying the challenge of new ideas and concepts while developing curiosity and wonder about the inspiring planet we live on.
This programme has led to pupils re-engaging with standard school curriculum and have success in GCSEs and further studies as well as improving pupils’ mental wellbeing and ability to form positive relationships.
Relationship building is the key. All staff are trustworthy practitioners, experienced in providing consistency of support, they are non-judgemental and solution focused.
Sessions consist of games, physical activities, project work, creative arts. Initially starting with child led activities, moving to collaborative working to adult led work and ending with independent learning.
Difficult emotions can surface at any time during the learning process. A key part of the Windows on the World therapeutic approach is to help young people develop good emotional health and to learn how the body, mind and emotions are all linked. Pupils who are emotionally overwhelmed cannot learn. This is a fact. So, along with using fun games as a precursor to learning, we regularly use breathing exercises, movement exercises, body check-in, stretching, sensory activities and other approaches as part of the daily programme, promoting a good connection between the body, emotions and mind. This not only helps a pupil engage well with the session's activities but increases an awareness of these ways of promoting good mental health and self-knowledge in general.
The diagram below summarises our approach to therapeutic education described above:
Windows on the World process:
'Education'- educare and educere
The word 'education' is derived from two Latin words, educare and educere.
Educare means 'to train or to mould', and is the meaning most people associate with education. This 'training and moulding' is undeniably an important task of the education of any young person, to equip them with the skills and confidence to function effectively in the world which surrounds them. But by itself this approach is not enough, especially for young people who struggle with trauma, attachment problems and social communication difficulties.
Educere means 'to draw out'. It starts from where the learner finds themselves, using what is already inside of them, what inspires and motivates them in the world around them, what they are naturally curious about and upon which they can build. This process also has a secondary 'drawing out' effect: by opening up little by little to the world, and focussing on the relationship between learner and teacher, the pupil can gradually be drawn out of themselves and whatever situation they are in, gradually bringing light into the darkness.
Only when educere has happened is it possible to start on the task of educare.
It is this process of 'Educere first, then educare' that is central to our 'Windows on the World' programme.
Not just theory... WoW WORKS...!!
"I first started seeing Rebecca in primary school, as I was having a lot of difficulties and was being suspended a lot. She was incredibly helpful and I got to spend a lot of time expressing my emotions in artistic ways, which was cathartic and also quite fun. It helped me express frustrations about my situation that I couldn't put into words.
"I dropped out of primary school in Year 5 and stopped seeing Rebecca around then too, and then started seeing her again from Year 9 to Year 12. I was not in school at the time, and was struggling with my mental health whilst also having to deal with GCSEs. She helped me overcome my depression, improve my social skills, deal with my insecurities and helped me with my education.
"We also played fun games like chess and Uno in between the more serious parts of our sessions. On some days we went on trips. Rebecca took me to many places, such as the SS Great Britain in Bristol and an archaeology trip to a beach. These trips were a welcome break from all the difficulties in my life, I learned a lot and always looked forward to them.
"I then did well in my GCSEs and was able to secure a place at a sixth form. Sixth form was my first time in full-time education since primary school and the transition was difficult, but thanks to Rebecca's help I was able to manage. I'm now thriving at that school and have an offer from the University of Cambridge.
Without Rebecca I would not have been able to do any of this, and I'm incredibly grateful for all the help she's given me."
Read the remarkable story of one young person we helped at Evergreen, or rather what normally happens when someone who is struggling receives the right educational support.