Psychological and Academic Outcomes of Art Therapy Intervention Within K-12 School Settings: A Systematic Review

Abstract

School-based art therapy is increasingly used to support students’ psychological and academic functioning; however, quantitative evidence remains limited. This systematic review followed PRISMA 2020 guidelines and searched five databases (Web of Science, Scopus, ScienceDirect, CINAHL, and MEDLINE) for studies published between 2018 and 2025. Fourteen quantitative and mixed-method studies involving K–12 students were included. Most studies reported significant improvements in psychological outcomes, particularly anxiety, hyperactivity/inattention, emotional regulation, and self-esteem. Academic outcomes such as attention, learning engagement, diagnostic performance, and school readiness showed moderate positive effects, though standardized academic measures were less frequently reported. Considerable heterogeneity was found in intervention duration, delivery agents, and outcome measures. Overall, art therapy demonstrates strong psychological benefits with emerging academic potential.

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