In January, one of our Therapeutic Childcare Practitioners, Eve, travelled to Gambia as part of The Mulberry Bush’s award-winning Foundation Degree (FdA) in Therapeutic Work with Children and Young People. The placement focused on supporting children in local schools through play, games and creative activities that foster confidence, connection and self-expression. This blog draws on Eve’s first-hand, day-by-day reflections, capturing the experience, relationships and learning that shaped the trip as it unfolded.
The core objective of the project was to support children to express their feelings through play, movement and creativity, while helping them discover what makes them feel strong and secure. By building these experiences, the aim was to equip children with tools they drawn on to support their wellbeing in the future.
Preparing for the Week Ahead
Their first day was spent getting to know one another, sharing stories and enjoying traditional Gambian food, including beef domoda and chicken benachin. An afternoon at the beach offered time to rest, reflect and take in their surroundings, setting a calm and hopeful tone for the days ahead.
From the very first 24 hours, one thing stood out clearly: the warmth, friendliness and openness of the people they met. This sense of welcome continued as preparations began for the week’s work.
Building Trust and Relationships
The work began in a middle school with young people aged 12 to 16. While the team had anticipated working with around 40 students, they were met with over 60 on the first day. Adapting quickly, they worked together to create a welcoming, inclusive environment.
The focus of the first day was connection. Through games involving passing a ball, each young person introduced themselves, shared where they were from and spoke about future hopes. Many spoke about aspirations to become pilots, doctors or lawyers. Team-building activities, including untangling a huma knot, encouraged cooperation, laughter and trust.
The children were then introduced to individual scrapbooks that they would work on throughout the week. One activity invited them to draw around their hand and complete the sentence “I feel strong when…” in the palm, with moments of strength written on each finger. The activity encouraged reflection and openness, with some children choosing to share their experiences with the group. The day ended with music, as the children shared their favourite songs, including their school song, followed by a reflected discussion about how the day had felt and what they were looking forward to next.
The atmosphere of kindness, respect and openness in the classroom made for a powerful and encouraging first day.
Growing Confidence and Self-Expression
Later on in the week the children created “About Me Trees”, filling them with details about their hobbies, goals and what mattered most to them. The group also introduced the children to rounders, which was met with great enthusiasm and energy.
By Wednesday, both the group and the children had grown noticeably in confidence. The day began with feelings charts, helping the children to identify and share how they were feeling. They were then offered a choice of activities, including football or dance. While many boys chose football and many girls chose dance, it was clear that interests crossed these boundaries, with several girls enthusiastically joining the football games.
Later, the children explored their dream jobs in more depth, thinking about what steps they would need to take to achieve them and how it would feel to succeed. The discussions were thoughtful and hopeful. They ended with reflection using feelings charts, helping the children recognise emotional shifts from morning to afternoon.
Finding Voice Through Music
Each morning began with feelings charts, creating consistent and supportive routine. On Thursday, the group responded to the children’s interests by offering football or singing activities. The singing and songwriting sessions proved particularly powerful. The children wrote and shared songs inspired by personal experiences, including heartbreak, loneliness and loss. Their willingness to express and share these stories demonstrated immense bravery and trust.
Throughout the week, the children also taught group songs, including their school song and traditional Gambian music. Singing together became a shared point of pride, joy and connection.
By the end of the week, it was clear how much had been shared and grown. Confidence had deepened, relationships had strengthened, and the space created allowed young people to feel seen, heard and valued. The experience was powerful reminder of the impact consistency, curiosity and connection, and how much can emerge when young people are given the space to express who they are and who they hope to become.
Saying Goodbye to the First School
Friday was an emotional day for everyone. To begin, the children were asked to draw a map of Gambia and write a poem or story about their country and culture. The pride and depth in their writing were striking.
Outside, the group shared English songs, including The Hokey Cokey, which was met with huge enthusiasm. As the time came to say goodbye, some of the children performed songs they had written for the group, expressing how sad they felt to part. There were few dry eyes among the adults.
The week closed by repeating the song that had become a thread throughout the placement:
“There is no one better than me. I am happy, I am strong, I love education. This is me.”
Reflection, Culture and Connection Beyond the Classroom
Over the weekend, the group had time to reflect and experience more of Gambian Culture. Visits included Kachikally Museum and Crocodile Pool, the markets in Banjul, and The National Museum of Gambia. A Gambian music festival with Youth Leaders offered another joyful point of connection, before a quieter Sunday at the beach, preparing for the second school placement.
A New Setting, Familiar Values
From Monday to Wednesday, the group worked at a second school in Faraba Banta. This school was more rural, with a longer journey each day, and the class (Grade 8, aged 12 to 17) consisted largely of girls. A greater language barrier meant the team adapted their approach, speaking slowly and using clear, simple instructions. The structure mirrored the first week but was condensed into three days. After introductions, the children decorated the covers of their scrapbooks and created About Me Trees.
On Tuesday, the children adapted the reflective song with their own words, choosing phrases such as “I am proud” and “I am brave”. They then completed the “I feel strong when…” hand activity. Interestingly, responses here were more surface level, such as, “When I eat” or “When I pass my exams”, compared to the first school where themes of grief and loss had emerged strongly. This difference highlighted how experiences and environments shape how children understand and express strength.
On Wednesday, the children again drew maps of Gambia and wrote poems or stories about their country and culture. The depth of their writing was striking, with many pieces reflecting trauma and lived experience. These were shared aloud before ending the placement with a large game of rounders and heartfelt goodbyes.
Closing Reflections
The final days were spent preparing presentations, enjoying one last beach visit and sharing a farewell evening together. On Friday, each group delivered presentations, which were filmed for National Gambian news, before receiving certificates and saying goodbye.
Across both schools, the placement was a powerful reminder of the impact of consistency, curiosity and connection. Through creative and physical activities, children were supported to explore their feelings, build confidence and find their voice. Despite the challenges, many had faced, what shone through most clearly was their resilience, openness and joy.
As Eve reflects, the greatest learning was simple but profound: As much as these children have been through, they carried their biggest smiles.
