Prepared by: Leanne Gorham [The Symbols Studio], Certified Play Therapist 

Professional Body: Play Therapy UK (PTUK) 

Date Reviewed: 06/06/2026 

 

1. Purpose & Scope 

This policy ensures that all play therapy sessions conducted within [School Name] are physically safe, ethically sound, and legally compliant. Risk assessment in play therapy is a continuous dynamic process, evaluating both the physical environment (the playroom, toys, and equipment) and the clinical presentation of the child (emotional regulation and behavioral safety). 

In accordance with PTUK's Ethical Framework, I hold a dual responsibility: ensuring the child has total freedom of expression within the playroom, while maintaining a boundaried space that prevents harm to the child, the therapist, or school property. 

 

2. Environmental & Toy Risk Assessments 

Before any therapeutic work begins, and on a daily basis during the intervention, the physical space is assessed across the following areas: 

-Area of Assessment 

-Safety Measures & Controls 

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Room Environment 

• Ensure the room is private, free from visual interruptions, and has adequate ventilation and lighting. 

 

• Check that furniture is sturdy, stable, and arranged to allow a clear exit path for both child and therapist. 

 

• Verify that electrical outlets are covered and wires are safely tucked away. 

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Toy & Asset Safety 

• All toys, sand trays, and art materials are regularly checked for broken edges, splintering wood, or choking hazards. 

 

• Clay, paints, and liquids must be non-toxic, hypoallergenic, and stored safely. 

 

• Water use is strictly monitored to prevent slipping hazards on hard floors. 

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Cleaning & Hygiene 

• Toys and therapeutic tools (especially sand, clay, and dress-up items) are cleaned and sanitized regularly to maintain infection control within the school. 

 

3. Clinical & Behavioral Risk Assessments 

Every child referred for play therapy undergoes an initial assessment period to determine their suitability for the medium. Risk is continually assessed using a "Traffic Light" system: 

🟢 Low Risk (Green) 

The child displays normal emotional fluctuations. Play may be intense or messy, but the child responds to basic limits and maintains safe physical boundaries with toys and the therapist. 

🟡 Moderate Risk (Amber) 

The child exhibits heightened dysregulation, which may manifest as throwing items, intense verbal aggression, or mild destruction of art supplies (e.g., stabbing clay aggressively). 

• Action/Controls: The therapist will introduce gentle, therapeutic limit-setting (e.g., "The toys are not for breaking, but you can hit this cushion instead"). The pace of the session may be adjusted to focus on grounding and regulation. 

🔴 High Risk (Red) 

The child exhibits behavior that poses an immediate threat of physical injury to themselves or the therapist, or severe destruction of the room (e.g., throwing heavy furniture, wielding sharp objects, physical assault). 

• Action/Controls: Immediate deployment of the Dynamic Risk Procedure (see Section 4). 

 

4. Dynamic Risk Procedure (Handling Crisis Situations) 

If a session escalates to a "Red" risk level, the following steps are executed immediately and sequentially to restore safety: 

 

 

1.Implement Therapeutic Boundaries:Immediate. 

Attempt to de-escalate the behavior using clear, calm, non-threatening verbal boundaries. Offer safe alternatives for physical release. 

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2.Prioritise Physical Safety:Within 30 seconds. 

If the child continues to act aggressively, place physical distance between yourself and the child. If the child attempts self-harm, gently position yourself or a soft object (like a large cushion) to block the self-harming behavior without using physical restraint. 

 

3.Evacuate or Signal for Support:Immediate if safety is compromised. 

If the behavior cannot be safely contained, the therapist will either step out of the room temporarily to break the cycle of escalation (while monitoring the child through a window or open door) or utilize the school’s pre-agreed signaling system to summon a designated school staff member for support. 

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4.De-brief and Report:Post-Session. 

Once the child is safely returned to the care of school staff, the session is formally terminated. The therapist will document the incident in detail on Fortuna, complete the school's internal behavioral/incident report, and contact their PTUK clinical supervisor for guidance. 

 

5. Lone Working & Therapist Safety 

To protect the therapist while working dynamically within a school setting, the following safeguards are continuously maintained: 

• Visual Awareness: School leadership and administration are always informed of the exact schedule of sessions and when the therapist is on-site. 

• Emergency Contact: The therapist must have immediate access to a phone or an internal school panic/call button during sessions to contact the main office if support is required. 

• Proximity of Staff: Sessions must only take place in rooms where other school staff members are working within reasonable acoustic or physical proximity. 

 

6. Review and Accountability 

This policy is reviewed annually in collaboration with the school's Designated Safeguarding Lead (DSL) and Health and Safety Officer, or immediately following any major behavioral incident within a session. 

Accountability Statement: All risk-related clinical decisions are brought to clinical supervision to ensure that the balance between psychological freedom for the child and physical safety is ethically maintained.