ABSTRACT Background: In the UK an estimated one in ten primary school pupils have diagnosable mental health problems which may impact their education. Aims/context: This study examined a primary-school-based art therapy service for children experiencing social, emotional and mental health difficulties to assess the intervention’s acceptability and possible changes in classroom learning. Methods: A mixed methods before-and-after study was conducted with 25 children in art therapy and a comparison group of 25 children per subject for reading, writing and maths attainment. A focus group with 10 teachers and interviews with 37 children were used to examine perceptions of art therapy and classroom learning. Results: Academic attainment was similar between the art therapy and comparison children. Both groups’ learning rate resembled that of national minimum expectations. Children and teachers perceived art therapy to be helpful for engagement with classroom learning, relationships with teachers and peers, and learning time. Conclusions: Further research is needed to develop this primary-school-based art therapy programme, assess transferability, and examine wider educational outcomes. Implications for practice: Primary-school-based art therapy may be particularly helpful when it is perceived as: a safe place, sessions being social and fun, facilitates coping strategies, expressing, thinking and talking, as well as making artwork. Plain-language summary In the UK an estimated one in ten primary school pupils suffer from mental health problems, and this can affect their educational attainment. Thus, it is important that therapies help children to gain positive outcomes both in mental health and educationally. We looked at one art therapy service, which specifically focuses on helping children to understand their own and others’ minds (metallization), within one primary school in London. Thirty-seven children referred to art therapy with social, emotional and mental health difficulties were included. Ten class teachers participated. The aims were to see if the children, and their teachers, found the approach acceptable and if there were any indications of changes in classroom learning. There were no differences in reading, writing and maths scores between children attending art therapy and comparison children receiving usual education support. However, all the children learned at the same rate as the national minimum expectation. Art therapy may have prevented the increasing educational attainment gap that social, emotional and mental health difficulties can bring. We held a focus group with the class teachers and interviewed the children and both reported experiencing art therapy as helpful for engagement with classroom learning, relationships with teachers and peers, and learning time. Specific aspects of art therapy which they considered helpful were: art therapy being a safe place; learning coping strategies; expressing, thinking and talking in art therapy; making artwork; and sessions being social and fun. The teachers also appreciated: advocating and sharing information; psychoeducation and collaborative work; reflecting on actions; encouraging independence; framing school as a positive place with trusted adults; working with transitions and endings. We recommend further research, including more art therapists, schools, teachers, parents and children, to further develop and assess this approach to art therapy in primary schools.

中文翻译：

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以小学为基础的艺术治疗：儿童课堂学习的混合方法比较研究

摘要背景：在英国，估计有十分之一的小学生患有可诊断的心理健康问题，这可能会影响他们的教育。目的/背景：本研究检查了一项针对有社交、情绪和心理健康困难的儿童的小学艺术治疗服务，以评估干预措施的可接受性和课堂学习可能发生的变化。方法：对 25 名接受艺术治疗的儿童和每个科目 25 名儿童的阅读、写作和数学成绩的对照组进行了前后混合研究。一个由 10 名教师组成的焦点小组和 37 名儿童的访谈被用来检查对艺术治疗和课堂学习的看法。结果：艺术治疗和比较儿童的学业成绩相似。两组的学习率与国家最低期望值相似。儿童和教师认为艺术治疗有助于参与课堂学习、与教师和同龄人的关系以及学习时间。结论：需要进一步的研究来开发这个以小学为基础的艺术治疗计划，评估可转移性，并检查更广泛的教育成果。实践意义：小学艺术治疗在以下方面可能特别有帮助：一个安全的地方、社交和有趣的课程、促进应对策略、表达、思考和谈话，以及制作艺术品。简明语言摘要 在英国，估计有十分之一的小学生患有心理健康问题，这会影响他们的教育程度。因此，重要的是，治疗有助于儿童在心理健康和教育方面取得积极成果。我们研究了伦敦一所小学的一项艺术治疗服务，该服务特别侧重于帮助孩子们了解自己和他人的思想（金属化）。包括 37 名因社交、情绪和心理健康困难而接受艺术治疗的儿童。十位班主任参加。目的是看看孩子们和他们的老师是否认为这种方法可以接受，以及课堂学习是否有任何变化的迹象。接受艺术治疗的儿童与接受常规教育支持的对照儿童在阅读、写作和数学成绩方面没有差异。然而，所有孩子都以与国家最低期望相同的速度学习。艺术治疗可能已经阻止了社会、情感和心理健康困难可能带来的日益扩大的教育水平差距。我们与班级老师举行了一个焦点小组并采访了孩子们，他们都报告说体验艺术治疗有助于参与课堂学习、与老师和同龄人的关系以及学习时间。他们认为有帮助的艺术治疗的具体方面是：艺术治疗是一个安全的地方；学习应对策略；艺术治疗中的表达、思考和谈话；制作艺术品；和会议是社交和乐趣。老师们还赞赏：倡导和分享信息；心理教育和协作工作；反思行动；鼓励独立；将学校塑造成一个值得信赖的成年人的积极场所；处理过渡和结尾。