School-based Application and Effectsof Painting Therapy for Emotional Guidance among Primary School Students ——A Case Study of Da'an Primary School in Tai'an City

Zhu Mingxiao

School of Fine Arts, Anhui University of Finance and Economics

Abstract：

Objective This study examined the school-based use of painting therapy for emotional guidance among primary school students. Method At Da’an Primary School in Tai’an City, questionnaire data from 120 valid responses, interviews, classroom observations, and artwork records were used to design a 12-week intervention for 24 Grade 5 students. The program included Inner Monologue Drawing, Themed Painting, Meditative Zentangle Drawing, and Mandala Healing Drawing. Result After the intervention, the average SDQ total difficulty score decreased from 23.4 to 15.9, and the prosocial behavior score increased from 6.5 to 8.9. Classroom conflicts decreased from 11 to 4 per month, and active classroom participation rose from 38% to 61%. Students’ drawings also showed more open composition and more stable emotional expression. Conclusion Painting therapy offers a safe and visual way for children to express, recognize, and regulate emotions when it is integrated into continuous school support.

Key Words：

painting therapy; primary school students; emotional guidance; mental health education; school-based practice