This study considers Human Givens therapy and its use with adolescents reporting poor subjective well-being, attending a school in an area of social deprivation. It aims to contribute to the literature on this area of developmental need in response to the findings of the UNICEF (2007) report; and it is of great priority to the Department of Children, Schools and Family (DCSF, 2004). It also aims to provide an evaluation of Human Givens therapy, which is becoming increasingly popular in a range of settings. Although there are bold statements of success from those working in the private sector, no evidence base has yet been established. A case study methodology was chosen to assess the usefulness of Human Givens therapy in 3 adolescents who met criteria by achieving poor scores on the self-concept, anxiety and depression scales from the Beck Youth Inventory, 2nd edition. The aims of the study were, to ascertain the level of self-reported emotional need in a sample of adolescents from a high school; to determine how Human Givens therapy might increase their emotional well-being; to explore the usefulness of the interventions; and to assess whether any positive outcomes were maintained three months later. Changes in levels of subjective well-being were explored before and after therapy and at follow-up using descriptive statistics. Acceptability and use of strategies pertaining to the Human Givens approach were also examined. Improvements were found in all areas previously of concern. Results indicate the benefits of Human Givens therapy and eclectic use of strategies; environmental factors that are well-intentioned yet potentially harmful; and limitations of the Human Givens therapeutic structure. The potential for Human Givens to be used within Educational Psychology practice is discussed.