Abstract

This paper explores the potential application of a public elementary school-based trauma-informed art therapy program as a strategic and equitable method for the delivery of a mental health resource to help promote student wellness. A second objective is to investigate how mind-body connection and sociocultural factors may impact children’s wellness and therefore be considered in the design and implementation of such an art therapy program. An intervention research methodology is used to develop theoretical understanding of factors impacting student wellness. This method is also used to inform the development of a proposed intervention design clarifying what an art therapy program of this nature might look like, how it might foster mind-body connection, and how cultural competency may be foregrounded in the process. Findings supported rationale for the design and implementation of a school-based trauma-informed art therapy program that incorporates goals of fostering mind-body connection and enhancing resilience to help promote student wellness. A 12-week group art therapy intervention for students aged 5 to 12 is suggested and is structured according to a phased approach. Results present a descriptive overview of sessions including proposed phases and art therapy interventions. Principles associated with trauma-informed, holistic, and anti-oppression therapeutic approaches inform the design of a wellness-oriented group art therapy intervention that centers safety, empowerment, agency, the development of connections with self and others, and awareness of individual and collective strengths.