Abstract
This practice-based MA Education dissertation explores the relationship between student wellbeing, self-esteem, and learning within further education art and design contexts. Drawing on action research conducted with a cohort of students, the study investigates the impact of introducing art therapy-informed activities into classroom teaching. Through a mixed-methods approach combining questionnaires, interviews, and analysis of student progress, the research examines how creative, reflective practices can support emotional wellbeing, engagement, and academic development.The findings suggest that incorporating art therapy principles into teaching can foster increased confidence, improved peer interaction, and greater willingness to engage in creative risk-taking. The study highlights the potential for pedagogical approaches that attend to both emotional and educational development, particularly within creative disciplines where issues of self-esteem and mental health are often heightened.
| Date of Award | 2026 |
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| Original language | English |
| Awarding Institution |
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