Exploring relationships through art therapy for children with specific learning disabilities

Abstract

Background Children with specific learning disabilities (SLD) may experience distress and low self-esteem in their relationships.Aims This exploratory research explored (1) how art therapy contributes to understanding the experiences and relationships of children with SLD and (2) common themes these children express in art.Methods In this case-study, three Israeli children (11–13 years) with SLD attended three research sessions in their homes. They created four drawings symbolising daily life experiences and relationships with teachers, friends, family, and self. The Understand Me and My Surroundings tool was used in each session to prompt discussions of their art.Results During art therapy, participants nonverbally expressed perceived interactions, interpersonal relationships, and externalised feelings. They created art in silence and not always in the suggested order. Thematic analysis identified the main themes of trusting special education teachers, conflict between friendships and classroom type, parental support, and home (family) as support for self.Conclusions The participants’ perspectives on their relationships and themselves emphasise the importance of understanding the experiences of children with SLD. Teachers, parents, and clinicians who interact with these children should be aware of their feelings and support them in areas where they struggle (e.g. academically or socially).Implications for practice and future research Art therapy can help assess children throughout the school year to understand their experiences, such as bullying or social anxiety. However, further research is needed to draw more definitive conclusions about the experiences of children with SLD in inclusion classes.Plain-language summary Children with specific learning disabilities (SLD) may experience distress and low self-esteem in their relationships at school and home. This study looked at how art therapy helped three children aged 11 to 13 years who have SLD and their common experiences and found that it helped them express their emotions and feel better about themselves. Specifically, art therapy helped them depict their feelings, cope with their SLD, improve their relationships with teachers, friends, and parents, and increase their self-esteem. It is a way for parents, teachers, and mental health professionals to listen to and support children with SLD. However, more research is needed on the experiences of children with SLD in inclusion classrooms.

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