Art-Based Group Interventions in School Counseling

Over the years, the role of schools—and school counselors—has evolved significantly. While academic achievement has long been the primary focus, schools are increasingly responsible for supporting students’ emotional and social well-being. The pandemic further highlighted the need to redesign school systems that address the whole child.

Research shows that students who are not emotionally ready for school often struggle academically and socially, leading to disengagement, behavioral concerns, and lowered self-worth (Whiston & Quinby, 2009). Creative interventions offer school counselors effective tools to support emotional regulation, resilience, communication, and healthy risk-taking. Studies consistently demonstrate that art-based interventions can strengthen both social-emotional development and academic engagement (Albert, 2010; Gibbins, 2010).

Why Art-Based Groups Work
Group art-making provides students with a safe space to practice communication, cooperation, and conflict resolution. Expressive arts approaches enhance participation, increase self-awareness, foster connection, and promote a sense of belonging—an essential component of school readiness and learning (Sutherland et al., 2010).

Art teachers and therapists have long recognized that art-making allows students to express feelings that may be difficult to articulate verbally. Edith Kramer’s concept of art as therapy emphasized how creative expression supports emotional processing and growth, particularly for children and adolescents.

The Carousel Activity
The Carousel activity, originally introduced by Sadie Dreikurs (1986), is a movement-based, collaborative art exercise designed to explore group dynamics and individual roles within a group. Adapted for school settings, it is especially effective for middle and high school students experiencing peer conflict, communication challenges, or behavioral concerns.

In this activity, students rotate around a table while drawing on one another’s papers as music plays. Each transition introduces a new challenge, encouraging flexibility, cooperation, and shared ownership of the creative process. The facilitator observes group dynamics, participation styles, emotional responses, and interactions during the activity.

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Once the rotation is complete, students return to their original seats to reflect on the finished image. Providing time for individual drawing afterward helps restore a sense of autonomy and control.

Processing and Reflection
Processing the artwork as a group—either by displaying the images or walking around to view them—reinforces collective experience and connection. Reflection questions focus on participation, emotions, boundaries, collaboration, and personal insight. Students often gain awareness of how they function within a group and how their actions impact others.

My favorite art materials

Conclusion
Art-based group interventions offer a powerful, accessible way to support students’ emotional and social development while strengthening engagement and belonging in school settings. The Carousel activity, in particular, encourages collaboration, reflection, and communication in a way that feels active and non-threatening.

This activity can be adapted beyond schools for adults, educators, and workplace teams, making it a versatile tool for connection and growth.
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Ready to Explore More?

The Art of Emotional Wellness workbook offers guided expressive arts practices designed to support self-concept, emotional awareness, stress reduction, and personal growth. No artistic experience is required—just curiosity and a willingness to explore.

Explore The Art of Emotional Wellness workbook and begin your creative wellness journey today.

Learn more about using creativity for personal growth and healing!

keywords: Art-based group interventions, expressive arts in schools, social-emotional learning