From Experience to Cognition: An Experimental Classroom Practice of Group Relay Drawing in a Mental Health Education Course for Undergraduates

With the growing emphasis on college mental health education, exploring innovative classroom approaches has become essential. This study introduced group relay drawing into the undergraduate course College Mental Health Education as an experiential teaching strategy to enhance students’ emotional cognition and regulation. Participants were 141 students (57 males, 84 females; mean age = 19.0 ± 0.7 years) from three finance-related classes in Guangdong, China. The intervention included individual drawing, peer relay, group sharing, and teacher synthesis. Data were collected through classroom observation, 52 valid anonymous questionnaires, and students’ artwork. Results showed high overall satisfaction (M = 9.02, SD = 1.09); most students described the activity as novel, enjoyable, and relaxing, while also facilitating emotional externalization and peer interaction. Findings indicate that group relay drawing can serve as an innovative pedagogical form in college mental health education, offering practical insights for fostering student well-being and advancing curricular reform.