The role of visual arts participation in promoting children’s social and emotional wellbeing

Abstract

This thesis explores the potential role of visual arts (VA) participation in promoting children’s social and emotional wellbeing (SEW). It contains three chapters: a systematic literature review (SLR); a bridging document which explains the rationale and methodology for an empirical study in the light of the findings from the SLR; and an empirical study. In recent years, there has been a greater emphasis on how schools may support children’s SEW. The need for this has increased over the course of this research due to the ongoing COVID-19 pandemic, and the potential challenges children have experienced throughout. Wider literature, the SLR and empirical study in this thesis suggest a potential role of VA participation, as an accessible, inclusive and universal approach to promoting SEW for all children. The aim of the SLR is to investigate the outcomes of VA interventions for children’s social and emotional wellbeing. A thematic synthesis was conducted to analyse five studies with mixed methods data. Findings suggest that in a group context, VA participation may have a positive impact on children’s social and emotional skills, confidence and self-esteem, relationships and connectedness. They may contribute to a sense of autonomy, positive affect and relaxation. However, evidence is limited and there are mixed results from quantitative data. A need is identified for research into universal art-based approaches which promote SEW for all children, which is outlined in the bridging document. The bridging document also discusses philosophical, methodological and ethical considerations which informed the empirical study. The aim of the empirical study is to understand the potential role of a universal choice-based VA approach for children’s SEW, from the views and experiences of a primary school class. The study involved an action research type design to implement a choice-based VA approach with a Year 3 class, over a period of six weeks. Following this, qualitative data was gathered from small groups of children and the teacher, which was analysed using thematic analysis. Findings suggest that in a whole class context, choice-based VA participation may provide a space for playful exploration, emotional expression and regulation within a class community. Findings are discussed in relation to children’s SEW, along with possible implications for schools and educational psychologists.