Art Therapy in Action at School
Art Therapy provides a space for children to express their inner thoughts, feelings, and emotions in ways that honor their natural means of communication: play! At the end of 2024, I had the privilege of facilitating the Creative Critter and Youth Open Studio programs at a co-educational primary school in Melbourne’s eastern suburbs. It was a beautiful reminder of how creativity can nurture meaningful connections and growth among primary school-aged children.
The groups focused on building self-esteem, encouraging creative expression, and fostering empathy in an inclusive, affirming, and playful environment. Although I had planned and mapped out the sessions, in true 'client-centred' fashion, each week I noticed and responded to student's creative invitations, reshaping and restructuring the content as needed. It was a valuable lesson in letting go and allowing childhood imagination to lead the way.
The room was intentionally arranged to support the diverse needs of students. Different art materials were set up to emphasise choice and decision-making, and there was plenty of open space to experiment. There were distinct zones for artmaking and movement, as well as a cosy corner complete with sensory toys, stuffed toys, games, books, headphones, weighted blankets, and kinetic sand (a must!). This setup allowed space for students to feel comfortable and supported as they engaged with the activities.
The sessions incorporated somatic techniques, such as child-friendly breathing exercises (balloon and bubble blowing), bilateral drawing warm-ups, and regular movement breaks (balloon soccer!). A standout activity was zine-making, where students were invited to created personal booklets on topics close to their hearts. Many students chose to explore themes of cultural identity and neurodivergence, using their zines to share how they experience the world and what they hope others might learn from their perspectives.
A particularly inspiring aspect of the program was how the students gradually took on the role of co-facilitators. Over time, they contributed to the creation of the space by adding their own artwork to the walls, leaving thoughtful quotes on the whiteboard, and rearranging areas to accommodate their artmaking. Their guidance was invaluable and reminded me of Molly Wright’s TED Talk, where she highlights how children truly know what’s best for their own wellbeing. Anyone who works closely with young people would probably agree that respecting children’s voices and choices is essential when working toward fostering their growth and development.
It was humbling to witness the students grow in confidence as they shared their art processes and ideas with one another. Early on in the program, I noticed some students even took their Art Therapy visual diaries home, returning the following week with new additions to proudly share with the group. Over the 8-week period, amidst the challenges of Term 4, the school community was also navigating a time of collective grief. I saw the groups evolve into a consistent and supportive space where students—and staff—could process, reflect, and connect.
I am continually inspired by the creativity and tenacity of young people and look forward to more opportunities to support their creative pursuits. Watching them discover the power of art as a tool for self-expression and connection is a privilege that never grows old.
