Frequently Asked Questions About The All Is Well Approach

1. What is a Trauma Informed approach, and why is it important in schools?

At the All Is Well Approach, we specialise in bringing trauma-informed practice into schools. A trauma-informed approach recognises how stress, adversity, and trauma can affect a child’s ability to feel safe, regulate emotions, and engage in learning.

Our work draws on insights from neuroscience, attachment research, and the work of practitioners such as Dr Stephen Porges, Dr Judith Herman, and others who have helped deepen our understanding of how the nervous system responds to safety, stress, and connection.

By embedding this understanding, we help schools create compassionate, predictable environments where both pupils and staff feel supported. It’s not about “fixing” children, it’s about supporting nervous systems and relationships so that healing and learning can happen side by side.

2. How does neuroscience guide your work with children?

Our approach is informed by research from neuroscience, trauma studies, attachment theory, and child development.

Concepts such as the window of tolerance, co-regulation, and the body’s natural responses to stress help us understand why some children struggle to feel calm, safe, or ready to learn.

Rather than focusing only on behaviour, we look at what the child’s nervous system might be communicating. Through supportive relationships, animal-assisted interaction, and developmentally appropriate play-based activities, we help children move back into a state where curiosity, connection, and learning become possible again.

3. What kind of training do we offer to staff?

We offer training sessions and workshops tailored to the needs of your setting. With years of classroom and therapeutic experience, our training blends research with real-life school practice. Topics may include:

• Trauma-informed practice in schools
• Understanding the nervous system and the window of tolerance
• Attachment and relational approaches to behaviour
• Practical regulation strategies for classrooms
• The role of play, movement, and connection in emotional wellbeing
• Staff wellbeing and co-regulation

Sessions range from one-hour twilight sessions to full-day training and longer-term programmes. All training is practical, reflective, and grounded in real school experience.

4. How does Therapy Dog support work in schools?

Research shows that therapy dogs can help lower anxiety, support emotional regulation, and build confidence in school-aged children.

Lola, our experienced therapy dog, supports children through structured sessions that encourage calm, emotional expression, and connection. Sessions may include time interacting with Lola alongside simple sensory or play-based regulation activities designed to help children feel safe, relaxed, and engaged.

These sessions support co-regulation and relationship-building for children who may struggle with anxiety, trauma, or emotional needs. All sessions are led by Catherine, a qualified teacher and trained Animal-Assisted Intervention practitioner, and are carefully planned for safety and impact.

5. Who can benefit from therapy dog sessions?

Children experiencing anxiety, trauma, bereavement, emotional dysregulation, school avoidance, or social difficulties often respond especially well.

Some children connect easily through interaction with animals, while others benefit from gentle play-based activities, movement, or sensory regulation work. Our sessions are adapted to meet the needs of the child in front of us.

The benefits extend to staff too — Lola’s presence often brings calm, connection, and warmth throughout the school environment.

6. What areas do you cover?

We currently support schools and organisations across the North West, including Warrington, Widnes, and Liverpool. We’re also developing online training, so watch this space!

7. Are your services suitable for mainstream and specialist settings?

Yes. Our experience spans mainstream classrooms, SEN provisions, alternative settings, and community settings, meaning we adapt interventions to fit diverse needs. All sessions and training are adapted to meet the needs of the setting and the individuals involved.

8. How do you ensure the welfare of Therapy Dog, Lola?

Lola’s wellbeing is a top priority. She is not overworked, and sessions are carefully scheduled with plenty of rest. She has regular vet checks, ongoing training, and we follow strict animal welfare guidelines. Catherine is trained in ethical Animal Assisted intervention practices through the AAAIP, and Lola’s comfort, consent, and safety are central to every decision we make.

9. Do you offer one-off sessions or longer-term packages?

Both! We offer flexible support depending on the needs of your setting.

Some schools begin with a wellbeing workshop or staff training session, while others choose to embed ongoing therapeutic support through regular animal-assisted and play-based sessions.

Longer-term programmes often allow children and staff to experience the greatest benefits, as trust, relationships, and regulation skills develop over time.

10. What is Animal Assisted Therapy in schools?

Animal Assisted Therapy is a structured therapeutic approach where trained professionals work with therapy animals to support emotional wellbeing, confidence, and learning.

In school settings, therapy dogs like Lola help children feel calmer, practise emotional regulation, build trust, and develop positive relationships.

Sessions may also incorporate simple play-based or sensory activities that support children’s ability to regulate their emotions and engage with learning.

11. How does Animal Assisted Therapy help children with trauma or anxiety?

Therapy dogs provide a safe, non-judgemental relationship that helps children feel calmer and more secure. Research also highlights that Therapy Dogs help reduce cortisol (stress hormone) and increase oxytocin (bonding hormone), which supports recovery from trauma.

At the All Is Well Approach, Lola works alongside Catherine to support co-regulation, reduce stress, and gently build trust - vital foundations for children affected by trauma, bereavement, or anxiety.

12. Are Therapy Dogs different from emotional support animals or pets in school?

Yes. Unlike emotional support animals, Therapy Dogs like Lola are trained to deliver structured sessions that support wellbeing and learning.

Unlike classroom pets or emotional support animals, Animal Assisted Interventions are delivered by trained professionals, with safety, welfare, and measurable outcomes at the centre.

13. How do you make sure Animal Assisted Therapy is safe for schools?

All sessions are risk-assessed, child-centred, and follow strict welfare and safeguarding policies.

At the All Is Well Approach, we provide schools with risk assessments, safeguarding documentation, and clear guidance so staff and parents feel confident. Therapy dog work is always ethical, safe, and effective - for both children and Lola.

14. Can therapy dog and play-based sessions help children who refuse to attend school?

Yes. Many children who struggle with school attendance are experiencing high levels of anxiety, overwhelm, or nervous system dysregulation. Traditional behaviour-based approaches don’t always address the underlying emotional needs.

Animal-assisted and play-based sessions can help children feel safe enough to reconnect with learning and with school itself. The presence of a calm therapy dog, alongside gentle relational and play-based activities, can reduce anxiety and help children gradually rebuild confidence.

For some children, these sessions become a positive reason to return to school while longer-term support strategies are put in place.

15. How do your sessions support children with distressed behaviour?

What we often describe as “challenging behaviour” is frequently a child communicating distress through their nervous system.

Our work draws on trauma-informed practice, attachment research, and neuroscience to understand the reasons behind behaviour rather than simply trying to control it.

Through supportive relationships, co-regulation, and developmentally appropriate play-based activities, children are given safe opportunities to express emotions, practise regulation skills, and rebuild trust with adults.

Over time, this can lead to improved emotional regulation, stronger relationships, and greater engagement in learning.

16. What might a typical session look like?

Sessions are always adapted to the needs of the children involved, but they may include a gentle combination of:

• Interaction with Lola the Therapy Dog
• Simple sensory or play-based activities
• Emotional check-ins and conversation
• Regulation strategies such as breathing or grounding exercises
• Quiet connection time with a trusted adult

Some children connect most easily through the calm presence of the therapy dog, while others engage through play or creative expression. The aim is always the same, helping children feel safe, understood, and ready to learn.

17. How do we get started or make a booking?

You can fill out the contact form on our Contact Page or email us directly at Catherine@alliswellapproach.co.uk. We’re always happy to discuss your needs and explore how we can support your school or organisation. We are always happy to advise on the best package for your school based on our experience of what works well.