This article outlines the use of Human Givens (HG) therapy with adolescents reporting poor subjective well-being. HG therapy is based on the assumption that human beings have innate needs, which, if unmet, lead to emotional distress and mental health problems. Hitherto, there has been no independently published empirical research into the efficacy of HG as a therapeutic intervention with young people. The article examines the theory and background to HG therapy; the emotional well-being of children; and young people and counselling and therapeutic interventions in schools, before describing an exploratory case study into the effectiveness of the HG approach. This involves assessing the efficacy of an individual HG intervention for three young people reporting high anxiety or depression and/or low self concept. The HG process and therapy structure are detailed through an illustrative case study regarding a 16-year-old girl with moderate levels of anxiety and low selfconcept. Positive outcomes are observed for all three young people, providing tentative evidence that HG therapy might be useful to practitioners delivering therapeutic interventions in schools, although limitations of the small-scale research design are highlighted. Issues relating to the provision of individual therapeutic interventions in school are discussed more widely, as are other possible applications of the HG approach in schools. © 2011 NAPCE.