For International Women's Day-Week at Phoenix, we celebrate the inspiring women within Phoenix Learning and Care who are making a difference every day. One of those women is Sophie Marshall, a Drama Therapist at Neptune School. Sophie’s work is a testament to the power of creativity and therapeutic intervention in supporting children and young people. We recently sat down with Sophie to learn more about her journey, her approach, and the impact she has on Pupils and Team Members alike.
A Passion for Drama and Helping Others
Sophie’s journey into Drama Therapy was shaped by her love for drama and creativity. Growing up, she was part of a youth theatre and always felt drawn to working with people rather than performing.
“I’ve always loved drama, and it was the one thing I thrived in at school,” Sophie shared. “I realised quite quickly that I didn’t want to go into performing, but I did want to work with people. I wanted to combine my love of drama with making a real difference.”
Her path began as a Drama Practitioner, working with various organisations before taking the next step into Drama Therapy. It was during her undergraduate degree that she first came across a Master’s in Drama Therapy and knew that one day, she would pursue it.
From Training to Practice
When she finally completed her training and became a qualified Drama Therapist, Sophie described the moment as both exciting and nerve-wracking.
“It’s one of those roles where you carry a lot of responsibility,” she explained. “It’s a bit like learning to drive—you’ve passed your test, but you still feel like you’re learning. Now, I feel confident in my practice, but at the start, it was a big adjustment.”
Her first day as a Drama Therapist felt natural rather than daunting, as she was able to continue working with clients from her placement. “That continuity helped me settle into the role without it feeling overwhelming,” she reflected.
Creating Tailored Therapeutic Packages for Pupils
At Neptune School, Sophie takes a highly individualised approach to supporting Pupils. Each child has unique needs, and Sophie spends time getting to know them before designing a tailored therapeutic package.
“For the first half-term, I observe the Pupils, learn about their needs, and complete an assessment,” she said. “From there, I create a therapeutic support plan, which outlines everything I believe they need to thrive.”
This flexibility allows Sophie to offer one-to-one therapy, group work, or in-class support, depending on what is most beneficial. She also values the ability to work at a pace that suits each Pupil.
“Sometimes, the end goal is one-to-one therapy, but I need to take time to build a relationship first,” she explained. “That might mean spending months simply engaging with a Pupil in the classroom, playground, or corridors before they feel ready for structured therapy. The relationship is key—without it, the interventions wouldn’t be effective.”
The Power of a Small School Community
One of the things Sophie loves most about working at Neptune is the strong sense of community.
“We’re such a small school, and because of that, I know our Pupils really well,” she said. “I’ve been able to build meaningful, trusting relationships with them, which allows me to work with them in ways that feel safe and effective.”
Supporting Team Members Through Reflective Practice
Sophie’s impact extends beyond the Pupils—she also plays a vital role in supporting her colleagues. The therapeutic approach at Phoenix ensures that Team Members feel supported in what can sometimes be a challenging role.
“We recognise that our Team Members have difficult days,” Sophie acknowledged. “Having wellbeing support, check-ins, and reflective practice sessions is essential. Team Members have told me that just knowing that support is there is a huge comfort to them.”
Balancing direct clinical work with Team Members training and reflective practice might seem challenging, but Sophie sees them as interconnected.
“The training and reflective practices go hand in hand with therapy,” she explained. “We learn from each other, stay connected, and ensure that the Pupil remains at the centre of everything we do.”
Empowering Others to Thrive
Sophie’s work empowers both Pupils and Team Members at Neptune School. Whether through one-to-one therapy, group sessions, Team Members training, or even a simple check-in, she is always looking for ways to enhance people’s confidence and wellbeing.
“A big part of my role is sometimes just saying to someone, ‘You’re doing a really great job,’” she said. “People need to hear that.”
The Meaning of International Women’s Day
When asked what International Women’s Day means to her, Sophie reflected on its importance.
“There’s still a lot of inequality in the world, and as women, we’ve all experienced that in different ways,” she said. “For me, International Women’s Day is about celebrating all the amazing things women do and lifting each other up.”
While she believes empowerment should happen year-round, she sees the day as an opportunity to highlight achievements and encourage greater awareness.
“Let’s celebrate each other,” she said. “Let’s celebrate all the amazing things women do every day.”
Sophie Marshall’s journey as a Drama Therapist is one of passion, creativity, and commitment to making a difference. Her work at Neptune School exemplifies the power of a therapeutic approach in helping Pupils flourish while also supporting the dedicated Team Members who work with them.
This International Women’s Day, we celebrate Sophie and the many other women at Phoenix Learning and Care who are creating safe, empowering spaces for the People they support.