While the outcomes of a practical skills therapeutic education have been 

valued and noted (LSC, 2008; Ofsted, 2007, 2010, 2014), research in 

cognitive neuroscience and psychology continues to find surprising and 

previously unrecognised benefits that are conferred upon pupils. Moreover, 

the mechanisms behind these benefits point to the urgent need for greater 

incorporation of such practical elements into mainstream education. Beyond 

the cognitive and neurological aspects of the practical skills-based curriculum 

are secondary processes such as mentoring through apprenticeship. These 

produce further benefits that aid the development of the pupil into a more 

socially viable and employable young adult. The findings of this report are 

applicable to pupils with or without learning difficulties.