This study investigated the size of impact that emotional-related interventions had on the alexithymia scores of children and young people and the effectiveness of these interventions to guide practice in other specialist educational settings. Additionally, we hoped to understand the needs of young people in specialist educational provisions more holistically to obtain a clearer understanding of their emotions and associated regulation. The aims were to see an improvement in alexithymia scores, a reduction in somatic complaints and for students to be able regulate their emotions with greater success. Students and staff from an independent special school were invited to complete an array of quantitative measures which included the Alexithymia Questionnaire for Children (AQC), Somatic Complaints List (SCL) and Children’s Alexithymia Measure (CAM) at baseline and post-intervention. It was hypothesised that there would be a significant positive difference in alexithymia scores and a reduction of somatic complaints from baseline to post-intervention. Overall, the results depicted positive steps were being taken via the emotional-related interventions in reducing alexithymia scores, however the somatic complaints results were mixed.