Abstract
This study explores how painting-based interventions, mainly collective painting and art storytelling, can create supportive spaces for marginalized children in elementary school art classrooms. As part of doctoral research, the study was conducted in an elementary school in a Chinese city to enhance emotional expression and a sense of belonging through cultivating peer support and emotional connection—key elements in promoting children’s mental health.” Based on social support theory (Cobb, 1976; House, 1981) and humanistic education (Rogers, 1969), the study explores how peer relationships and non-judgmental teacher guidance can form an inclusive classroom atmosphere. In a thematic activity titled “My Little World,” a typically introverted student actively shared ideas with peers and received warm encouragement. Through these classroom activities, students begin to develop empathy and express themselves more openly while also building emotional security (Wright, 2010). Inclusive activities gradually transform the classroom into an accepting space for children. Research findings indicate that when creative expression is combined with emotional support, the classroom becomes more open and responsive; children are more likely to share content they might otherwise keep hidden. Emotional safety and belonging are often under-addressed in multicultural classrooms (OECD, 2023). Approaches that nurture these dimensions through art may offer meaningful value across a wide variety of cultural learning settings.
Presenters
Xiangzhuozhuo LiStudent, PhD in Education, University of Malaya, Wilayah Persekutuan Kuala Lumpur, Malaysia
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
ART THERAPY, PRINTMAKING, PEER SUPPORT, MIGRANT CHILDREN, INCLUSIVE EDUCATION
