Characteristics of School-Based Art Therapy in the United States

Abstract

Models of school-based art therapy range widely. School-based professions were established through legislative, legal, and professional advocacy. The advancement of school-based art therapy in the United States lags behind the progress noted by other school professionals and school-based art therapy as practiced internationally. This sequential explanatory mixed methods study aims to identify characteristics to support the advocacy efforts toward national implementation. Survey findings from school-based art therapists (n = 103) are reported. Characteristics describing the education setting, position, format, collaboration, and administration of school-based art therapy models are shared. Disparities in implementation based on state licensing and funding impact the effective inclusion of art therapy in schools. Current models provide recommendations for the expansion of art therapy in schools. Highlighted strategies establish clear parameters for art therapy intervention and encourage effective collaboration with staff and parents. Understanding the nuances of school-based art therapy models may yield greater knowledge toward its national advancement.

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