When many people hear the term play therapy, they often picture a young child on the floor with puppets, dolls, or toy animals. Play is frequently associated with early childhood, and as a result, play-based therapeutic approaches are often assumed to be suitable only for younger students.
But experienced therapists, counselors, and psychologists know something different.
Play therapy is not just for young children.
In fact, some of the students who benefit most from play-based therapeutic approaches are older children, pre-teens, and even teenagers.
This can feel slightly controversial in school settings where older students are expected to “talk things through,” complete worksheets, or engage in traditional counseling conversations. Yet when we look more closely at how children and adolescents process emotions, experiences, and stress, it becomes clear that play remains one of the most natural and effective forms of expression well beyond the early years.
Play Is a Language — Not an Age
Play is not something children simply grow out of. It is a form of communication. A way of processing experiences. A way of expressing what may feel too complex, overwhelming, or vulnerable to put into words.
As children grow, play evolves. It becomes more subtle and sophisticated, but it does not disappear.
Older students may engage in:
• Creative drawing or symbolic art
• Card or board games
• Sand tray or figurines
• Role play or storytelling
• Movement-based activities
• Interactive therapeutic games
• Music or creative expression
These are all forms of play. And through them, children and teenagers often reveal thoughts and emotions they cannot yet articulate directly.
When we limit play therapy to early childhood, we risk overlooking one of the most powerful ways older students communicate.
Why Talking Isn’t Always Enough
In many school and therapy settings, older students are expected to engage in direct conversation about feelings and challenges. While this works well for some, many students find this difficult — especially when emotions feel intense, confusing, or vulnerable.
Consider the student who:
• Shrugs when asked how they feel
• Says “I don’t know” to most questions
• Avoids eye contact
• Appears disengaged in traditional counseling
• Struggles to describe internal experiences
These responses are often interpreted as resistance or lack of motivation. But in reality, many students simply do not yet have the emotional language or safety required to verbalize their internal world.
Play provides a bridge.
When students are engaged in an activity — a game, drawing, building, or creative task — the pressure to speak directly is reduced. Conversation becomes more natural. Emotional expression often emerges indirectly and safely.
Many therapists notice that students who say very little in traditional talk-based sessions begin sharing spontaneously when engaged in play-based interactions.
Regulation Happens Through Play
One of the most overlooked benefits of play therapy for older children and adolescents is regulation. Play engages the nervous system in ways that support calm, connection, and emotional processing.
Through structured, supportive play experiences, students often:
• Relax physically
• Become more present and engaged
• Experience reduced anxiety
• Build trust with the therapist or counselor
• Feel less pressure to perform or respond “correctly”
When the nervous system is regulated, the brain becomes more open to reflection, learning, and problem-solving. Without this foundation of regulation, even the most well-designed counseling strategies may struggle to land.
Play is often the pathway to that regulation.
The Misconception of “Too Old for Play”
Older students are often highly aware of how they are perceived. Some may initially feel hesitant about play-based activities if they believe these are “for little kids.” This is where presentation and approach matter.
Play for older students does not need to look childish. It can be framed as:
• Interactive problem-solving
• Creative expression
• Strategy-based games
• Stress-relief activities
• Team challenges
• Reflective art or journaling
When introduced respectfully and authentically, most pre-teens and teens engage willingly. In fact, many express relief at having a space that feels less intense than direct conversation.
It is not uncommon to hear older students say:
“This is actually relaxing.”
“I like doing this instead of just talking.”
“This makes it easier to explain things.”
These responses highlight how play can reduce pressure and increase openness.
When Play Opens the Door to Deeper Work
Play does not replace therapeutic conversation — it supports it. Often, play creates the safety and connection needed for deeper reflection to occur naturally.
Through play-based interactions, therapists and counselors may observe:
• Themes emerging in storytelling or drawing
• Emotional expression through characters or scenarios
• Problem-solving approaches
• Self-perception and confidence
• Social understanding and empathy
These insights allow for gentle exploration and meaningful support without forcing direct disclosure.
Over time, many students become more comfortable discussing thoughts and feelings verbally once trust and safety have been established through play.
Expanding Our View of What Therapy Can Look Like
As professionals supporting children and adolescents, expanding our understanding of therapeutic approaches allows us to meet students where they truly are. Some students process best through words. Others process through movement, creativity, or symbolic expression.
When we move beyond the idea that play therapy is only for young children, we create more inclusive and responsive support systems. We acknowledge that emotional expression does not always happen through direct conversation — and that’s okay.
Some of the most meaningful therapeutic breakthroughs occur not during formal discussions, but in the quiet moments of shared play, creativity, and connection.
Final Reflection
Play is not something children outgrow. It is something they carry with them, evolving as they do. For older children and teenagers navigating complex emotional worlds, play often remains one of the safest and most natural ways to express, regulate, and process.
When we allow space for play beyond the early years, we send a powerful message to students:
You don’t have to have the perfect words.
You don’t have to explain everything.
There are many ways to be understood.
And sometimes, through play, students show us far more than they could ever say aloud.
