In this paper, pilot sessions in Rwanda and Nepal are analysed to evaluate the therapeutic benefit of active science for traumatised child refugees. The nature of the activities, choice of tools, organisation of the sessions, group size, and the role of the educators are investigated. Despite the lack of quantitative assessment, practical suggestions and theoretical issues emerge. Activities favouring integrated projects and affective dimensions, such as becoming familiar with insects, dinosaurs, or planet watching, are able to induce positive attitude changes. Large models, built during the sessions and decorating the setting, and small objects that can be taken away, support a recovery process by containment and symbolisation of the inner psychic sanctuary. The most important therapeutic aspect seems to be the opportunity for reactivating curiosity and creative play, and for experiencing the joy of discovery. The inferred recommendations could be relevant in a wide range of circumstances, including psychosocial intervention after war trauma, rehabilitation of street children or child soldiers, as well as paediatric hospital settings.