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, build relationships, and engage in learning.
Our work draws on insights from neuroscience, trauma studies, attachment research, and child development to help us understand how stress, safety, and connection can affect children and young people.
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 understanding their needs, supporting relationships and regulation, and creating the conditions where learning and wellbeing can develop 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 can help us understand why some children struggle to feel calm, safe, connected, or ready to learn.
Rather than focusing only on behaviour, we consider what might be happening for the child and what their behaviour may be communicating. Through supportive relationships, Animal Assisted Intervention, developmentally appropriate play based activities, creativity, and practical strategies, we help create opportunities for children to feel more regulated, connected, and ready to engage.
3. What kind of training and professional development do you offer to staff?
LEARN is the professional development strand of the All Is Well Approach, supporting the adults who work alongside children every day.
We offer training sessions, workshops, classroom coaching, and self paced professional development, all shaped around 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
Our Beyond Behaviour: Creating Safety, Connection & Regulation in Schools online course provides self paced professional development for education professionals, while our staff training and classroom coaching can be shaped around the specific needs of your school or organisation.
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 suggests that interaction with therapy dogs can support areas such as emotional wellbeing, confidence, connection, and engagement for some children.
Lola, our experienced Therapy Dog, supports children through structured 1:1 and small group sessions that encourage connection, communication, emotional expression, and confidence.
Sessions may include time interacting with Lola alongside simple sensory, play based, creative, or regulation activities designed around the needs of the children involved.
For some children, Lola’s calm presence provides a natural way into communication and relationship building. All sessions are led by Catherine, a qualified teacher and seasoned Animal Assisted Intervention practitioner, and are carefully planned around both child and animal welfare.
5. Who can benefit from Therapy Dog sessions?
Children experiencing anxiety, trauma, bereavement, emotional dysregulation, school avoidance, social difficulties, or challenges with confidence may benefit from Therapy Dog sessions.
However, Lola is not the right approach for every child or setting. Some children connect easily through interaction with animals, while others benefit more from play based activities, movement, creativity, or support from a trusted adult.
Our sessions are adapted to meet the needs of the child in front of us, rather than expecting every child to respond to the same approach.
The benefits can extend to staff too. Lola’s presence often brings moments of calm, connection, and warmth into the school environment.
6. What areas do you cover?
We currently support schools and organisations across the North West, including Warrington, Widnes, Liverpool, and surrounding areas.
We also offer professional development through LEARN, including our self paced Beyond Behaviour: Creating Safety, Connection & Regulation in Schools course, alongside staff training and classroom coaching.
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 our support to fit diverse needs.
We recognise that every school, setting, child, and young person is different. Sessions, workshops, training, and interventions are therefore shaped around 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 never overworked, and her sessions are carefully scheduled with plenty of rest. We pay close attention to her behaviour and body language, and she is never expected to interact when she does not want to.
Lola has regular veterinary care and ongoing training, and Catherine has specialist training in Animal Welfare and Wellbeing through the AAAIP.
Her comfort, choice, welfare, and safety are considered alongside the needs of the children and setting in 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, whole-class session, or staff training, while others choose to embed ongoing support through regular Animal Assisted Intervention, play based wellbeing sessions, classroom coaching, or a combination of approaches.
Longer term programmes can provide opportunities for relationships, trust, and supportive strategies to develop over time, but the right approach depends on the needs of each setting.
10. What is Animal Assisted Therapy in schools?
Animal Assisted Therapy is a structured therapeutic approach where appropriately trained professionals work with therapy animals to support areas such as emotional wellbeing, confidence, communication, and engagement.
At the All Is Well Approach, we use the broader term Animal Assisted Intervention (AAI) to describe our work with Lola. Her involvement forms part of a planned intervention and may sit alongside play, creative activities, movement, conversation, and practical regulation strategies.
The aim is not simply to have a dog present. Lola is included purposefully where Animal Assisted Intervention is appropriate for the child and setting.
11. How does Animal Assisted Intervention and Therapy help children with trauma or anxiety?
For some children, interacting with an animal can provide a different and sometimes more comfortable way to connect, communicate, and take part in an activity.
Lola’s presence can create opportunities for shared attention, conversation, play, movement, and connection. These experiences may support confidence and engagement alongside the wider relationships and strategies around the child.
Animal Assisted Intervention can be particularly useful for children who find traditional approaches to communication or emotional support difficult, but every child responds differently. It is one possible approach rather than a solution that is suitable for everyone.
12. Are Therapy Dogs different from emotional support animals or pets in school?
Yes, although the terminology can vary between organisations and settings.
Lola is a Therapy Dog who works alongside Catherine as part of structured Animal Assisted Intervention. Her involvement is planned around the needs of the children and the aims of each session.
She is not simply a classroom pet, and children are never expected to interact with her. Her welfare, choice, and wellbeing are considered throughout her work.
13. How do you make sure Animal Assisted Intervention is safe for schools?
All sessions are risk assessed, child centred, and planned with safeguarding, child wellbeing, and animal welfare in mind.
At the All Is Well Approach, we can provide schools with relevant documentation, including risk assessments, safeguarding information, insurance details, and clear guidance around sessions.
Lola’s welfare is considered alongside the needs of the children throughout every session. If an activity is not appropriate for a child or for Lola, we adapt it.
14. Can therapy dog and play based sessions help children who refuse to attend school?
They can form part of a wider package of support for some children experiencing school attendance difficulties.
Children who struggle with school attendance may be experiencing anxiety, overwhelm, emotional distress, or difficulties feeling safe and connected within the school environment. Animal Assisted Intervention and play based sessions can provide opportunities to build positive relationships, confidence, and connection.
For some children, Lola may be part of that support. For others, therapeutic play, creative activities, trusted relationships, or a combination of approaches may be more appropriate.
Support is always individual and should sit alongside the wider plans and professionals involved with the child.
15. How do your sessions support children with distressed behaviour?
What we often describe as “challenging behaviour” can be a way for a child to communicate distress, unmet needs, overwhelm, or difficulty managing their emotions.
Our work draws on trauma informed practice, attachment research, neuroscience, and child development to understand the reasons behind behaviour rather than simply trying to control it.
Through supportive relationships, co-regulation, and developmentally appropriate play based, creative, and practical activities, children are given opportunities to communicate, develop regulation skills, and build trust with adults.
Over time, this can support 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, play based, or creative activities
• Emotional check-ins and conversation
• Regulation strategies such as breathing or grounding exercises
• Movement activities
• Quiet connection time with a trusted adult
Some children connect most easily through the calm presence of a Therapy Dog, while others engage through purposeful play, creativity, movement, or conversation.
There is no single “right” way to take part. The aim is to create an approach that feels appropriate for the child and the setting.
17. Why don't you just offer Therapy Dog sessions?
Because Lola is only one part of what we do.
Some children and settings benefit from Animal Assisted Intervention, while others may benefit more from therapeutic play, creative approaches, whole class work, classroom coaching, or staff training.
PLAY is a separate strand of the All Is Well Approach, delivered by our Play Practitioner, Sarah. Her sessions use purposeful, developmentally supportive play to help children explore feelings, experiences, relationships, and communication.
That’s why our work brings together PAWS, PLAY, ART, and LEARN. We can offer one approach, or a combination of approaches, based on the child, setting, and need.
Sometimes that means Lola. Sometimes it means play, creativity, learning, or simply creating the right conditions for a child to connect and feel supported.
18. 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 hear about your setting, the children or young people you’re supporting, and what you’re hoping to achieve.
From there, we can talk through your needs and explore what type of support might be appropriate for your school or organisation.