Growing in Community: Eco-Art Therapy in an Elementary School Garden

This study endeavored to gain a preliminary understanding of how children respond to eco-art therapy. Mental illness in children is increasing and often leads to adult mental illness. A holistic approach to mental health and early prevention seems vital. Previous studies conclude that children are especially responsive to the healing benefits of both art therapy and nature therapy. However, there is no research to date evaluating an eco-art therapy approach to working with children. The author led six second-graders identified by the public school system as struggling with social skills through eco-art therapy directives designed to address issues such as self-expression, empathy, cooperation, and effective communication. In six half-hour sessions, they created art with or about nature and planted seeds to monitor growth. The study was limited by adverse weather, limited space, the age of the children, and a short duration of time. Though group themes did not emerge, each child exhibited aspects of his or her personality through art, art making, verbalizations, and behaviors, indicating that eco-art therapy may be a viable part of a holistic approach to treatment of elementary school age children struggling with social skills. Further research is indicated to elucidate optimal approach, duration, and strategies.