Group art therapy with FE/HE students: a mixed-methods pilot study

Background: Group art therapy is used to support student mental health, yet peer-reviewed empirical evaluations of student-facing group art therapy in UK further and higher education (FE/HE) appear to be very limited.

Aims: To examine how relational, material, and facilitation processes shaped therapeutic engagement in a short-term, mixed FE/HE art therapy group, and how these processes related to changes in distress and perceived academic impact.

Methods: Seven students enrolled in a 13-session art therapy group at a Scottish tertiary institution offering FE and HE programmes. Data comprised session notes, artwork descriptions, facilitator reflections, participant evaluations, and post-group reflexive material, alongside CORE-10 and CIAO scores used descriptively to contextualise qualitative findings. Qualitative analysis followed an iterative, reflexive approach within three process domains (relational, material, and facilitation).

Results: Qualitative material highlighted relational safety and “not being alone”, material exploration from tentative to embodied expression, and pluralistic facilitation combining non-directive art therapy, structured exercises, and selective self-disclosure. Six participants completed pre- and post-group outcome measures. Mean CORE-10 scores decreased from 17.33 to 13.00, with five participants improving and one increasing slightly. CIAO scores indicated small reductions in perceived academic disruption, alongside generally positive ratings for staying on course and improved overall student experience.

Conclusions: Within this small, single-site pilot, the group was feasible and valued by participants, with encouraging but non-generalisable reductions in distress and positive academic helpfulness ratings.

Implications: Findings suggest that group art therapy can offer a distinctive, studio-based relational space within FE/HE wellbeing provision, warranting comparative and longitudinal research.