Art therapy in schools
Worldwide, 10% of children experience mental health difficulties and 50% of diagnosed conditions start by age 14, with suicide the fourth leading cause of death in 15-19-year-olds (WHO, 2023). WHO supports the view that schools provide opportunity for identification and early intervention and are thus vital for mental health promotion and prevention (2021). Children have echoed this view when asked about their preferences for accessing mental health services (Anna Freud Centre, 2021). The environmental crisis and subsequent need for sustainable development are brought into sharp focus by the UN. A study found that 45% of children said their feelings about climate change negatively affect their lives (Hickman et al., 2021). However, early interventions that promote health and prevent illness can contribute towards cost-effective, carbon-effective, sustainable healthcare (Centre for Sustainable Healthcare, 2023). Schools have been increasingly employing art therapists to provide early interventions (Karkou, 2010; Moula et al). The three systematic reviews below (McDonald & Drey, 2017; Cohen-Yatziv & Regev, 2019; Moula, 2020) and an overview by WHO researchers (Levinson et al., 2019) found no negative effects and indications of positive outcomes following art therapy including classroom behaviour, quality of life, social, emotional and mental health, and trauma symptoms. Qualitative and mixed method studies below found that children, parents or teachers perceive art therapy as helping children be happier, calmer, confident, and engaged in schoolwork (Deboys et al., 2017; McDonald et al., 2019; McDonald & Holttum, 2020). Another study found indications of improved sleep (Moula et al., 2023). This collection gathers selected articles on art therapy in schools published in the International Journal of Art Therapy, Canadian Journal of Art Therapy and Art Therapy.