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Art for Wellbeing - School Art Therapy Program

Creative Wellness Melbourne

Art for Wellbeing is an 8-week school-based art therapy program that supports students to build emotional awareness, resilience and confidence through creative expression. Using guided art-making, movement and play, the program helps children understand their feelings, manage stress and develop practical wellbeing skills in a supportive, engaging environment.

  • Vic

Pricing: Paid

Origin: Developed in Australia for Australian schooling contexts

Affiliations: Australian, New Zealand and Asian Creative Arts Therapies Association (ANZACATA)

Product type: Program

Contact details

Creative Wellness Melbourne
ABN: 81274383180

https://www.creativewellnessmelbourne.com.au/#/school-wellbeing-programs/

annettephillipscwm@gmail.com

Focus areas

  • Positive relationships

  • Belonging and inclusion

  • Mental health literacy and life skills

  • Self-regulation and engagement

Curriculum alignment

  • Health and PE

Prospective users

Audience: Targeted small group early intervention (Tier 2)

Communities: Neurodiversity or disability

Context: School or centre-based

Main beneficiaries: Year 2, Year 3, Year 4, Year 5, Year 6, Year 7, Year 8, Year 9, Year 10, Year 11, Year 12

Delivery style: Delivered by program staff

Aims & approach

Art for Wellbeing aims to strengthen students’ emotional literacy, self-regulation, social connection and overall wellbeing. The program uses a creative arts therapy approach, blending structured activities with open-ended exploration. Sessions include hands-on art-making, sensory tools and reflective conversations. Designed for diverse learners, it supports calm, confidence, problem-solving and positive classroom engagement.

Implementation support

  • Access to professional facilitator, instructor or mentor

Evidence

Art for Wellbeing is evidence-based, using creative arts therapy to improve emotional regulation, reduce stress, and enhance engagement (Malchiodi, 2012; Kaimal et al., 2016). It integrates trauma-informed, polyvagal, and SEL frameworks to build coping skills, confidence, and social–emotional growth (Porges, 2011; Durlak et al., 2011). Schools report gains in self-expression, regulation, and classroom readiness.

References

Malchiodi, C. A. (2012). Handbook of art therapy (2nd ed.). Guilford Press.
Kaimal, G., Ray, K., & Muniz, J. (2016). Reduction of cortisol levels and participants’ responses following art making. Art Therapy, 33(2), 74–80. https://doi.org/10.1080/074216...

Porges, S. W. (2011). The polyvagal theory: Neurophysiological foundations of emotions, attachment, communication, and self-regulation. W. W. Norton & Company.

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467...