In 2020, at the beginning of the Covid19 pandemic, England responded differently from the rest of Europe. The different approach in emergency management meant that the therapeutic service in primary schools could remain partially active, adapting it to the new context. In the United Kingdom, school facilities, albeit for a limited number of children, remained open; for other students they have been inaccessible, this has given rise to new dynamics between child and therapist. In the presentation I present my considerations on the adaptation of emotional support services in English schools, analyzing the initial developments in response to the emergency and the creation of a new routine, paying attention to the new methodologies of access to the sessions and the dynamics that arise spring forth.
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The Arts of Inclusion and Connection
Contemporary Challenges for Art Therapy, Dance Movement Therapy, Expressive Psychotherapy