This study investigated the size of the impact that emotion-related interventions had on the alexithymia scores of children and young people and the effectiveness of these interventions in an independent special school. Additionally, the aim was to understand the needs of young people in specialist educational provisions more holistically to gain 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 to 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 hypothesized 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 through the emotion-related interventions in reducing alexithymia scores; however, the somatic complaints results were mixed.