The Art of Coping: Evaluating the Impact of Artistic Creativity on Adolescent Psychological Well-being by Kensie Montgomery A thesis submitted in partial fulfillment of the requirements for the degree of MASTER OF EDUCATION with an emphasis in CURRICULUM AND INSTRUCTION WEBER STATE UNIVERSITY Ogden, Utah December 2, 2025 Approved Vincent C. Bates, Ph.D. Ivy Brennenam, MFA Kristen Kitamura, MA & MPA 2 Abstract This study is an examination of how participation in arts-based programs influenced the psychological well-being of high school students attending a rigorous early-college STEM high school. Using a qualitative research approach, data was collected from 48 archival and 22 current artist statements/reflections, as well as one classroom critique produced in a college-level Concurrent Enrollment Studio Art course. Data was coded inductively to identify recurring themes. Analysis revealed that artmaking supported students in exploring identity, selfexpression, building creativity and resilience, and giving a sense of relief from the stress and pressure of rigorous academic environments. Findings indicate that art and artmaking offer adolescents a unique space for emotional safety, personal insight, and a psychological reprieve from stressful settings. Art programs may serve as powerful and essential for enhancing mental health and psychological well-being in high-stress educational settings. Keywords: art, artmaking, adolescent, well-being, high school student, psychological well-being, rigorous educational setting, stress relief, thematic analysis, qualitative research 3 Table of Contents Art and Art-Based Research on Psychological Well-Being ............................................................4 Literature Review ............................................................................................................................7 Mental Health Education and Support.........................................................................................7 Barriers to Mental Health Treatment ...........................................................................................9 Building Relationships Through Art .........................................................................................12 Communication and Expression Through Art...........................................................................14 Purpose and Method ......................................................................................................................17 Results/Findings ............................................................................................................................24 Identity.......................................................................................................................................24 Expression..................................................................................................................................28 Creativity ...................................................................................................................................32 Resilience...................................................................................................................................33 Stress Relief ...............................................................................................................................36 Discussion......................................................................................................................................40 Conclusion .....................................................................................................................................42 References......................................................................................................................................44 4 Art and Art-Based Research on Psychological Well-Being In an ideal world, everyone would arguably have positive mental health and wellbeing. In 2022, the World Health Organization (WHO) stated that “mental health is a state of psychological well-being that enables people to cope with the stresses of life, realize their abilities, learn well and work well, and contribute to their community” (p. 1). Mental wellbeing is an indispensable component of health (DeSilva et al., 2014) and a basic human right (WHO, 2022). However, as of 2019, “970 million people around the world were living with a mental disorder” (WHO, 2002, p. 1). In the United States, 49.5% of adolescents are affected by mental health difficulties at some point in their lives (Merikangas et al., 2010). In a 2010 study, Merikangas et al. found that rates of mental disorders in adults are similar to those of adolescents, suggesting that many mental illnesses appear while a child’s brain is still being developed. These findings underscore the importance of protecting young people and prioritizing their mental health. The complexity of the mental health crisis is vast. Vulnerable individuals all over the world are struggling to get the care that they need to support positive change and healing in their mental health (DeSilva et al., 2014). DeSilva et al. (2014) define mental health issues as “a set of medical conditions that affect a person's thinking, feeling, mood, ability to relate to others, and daily functioning” (p. 1595). Many people, including young people, struggle with mental health difficulties and do not have access to the quality care and resources that they need to help them successfully function in their personal and social lives. Not only are school, work, and other relationships affected by mental health challenges, but basic human needs like cleanliness, nutrition, and housing are affected as well, and people all over the world appear to be losing the fight against mental illness (Bone, 2018; DeSilva et al., 2014). Ideally, those 5 suffering from mental illness would have access to the resources necessary to mitigate or alleviate the problem. For centuries, traditional tools have played a role in both understanding the origins of mental illness and aiding in its treatment. (Subu et al., 2022). Entrenched in cultural beliefs and shaped by accessibility, approaches such as therapeutic practices, religious and spiritual interventions, natural and holistic remedies, traditional medicine, and institutional care have been the dominant methods for supporting mental health (Subu et al., 2022). There are a myriad of reasons why accessing good care is difficult. Some of the barriers to people accessing these mental health services are cost, availability, and stigma, among others (Corrigan et al., 2009; Goguen et al., 2016; Kaushik et al., 2016). Because of the prevalence of stigma regarding mental health issues, stereotypes, prejudice, and discrimination can make it particularly difficult for teens and adolescents to seek help (Corrigan et al., 2009; Kaushik et al., 2016). Furthermore, STEM (science, technology, engineering, and math) schools often add extra stress and anxiety to students’ psychological well-being, as they push students into demanding coursework meant to prepare them for competitive careers in STEM fields (Arshavsky et al., 2019; Pfau et al., 2024). The increased rigor, often through attending college-level classes that have clear, real-life implications, comes at a time when adolescent brains are still developing, making them particularly vulnerable to mental health challenges in this setting (Arshavsky et al., 2019; Monasterio, 2016; Pfau et al., 2024; Racela et al., 2022). Additionally, adolescents tend to deal with unique concerns related to their age group such as being accepted by their peers and finding their personal identity, both of which create an immense amount of vulnerability (Mulfinger et al., 2018). Traditional solutions to mental health difficulties can be seen as negative, hard to access, and expensive (Song, 2023). If the solutions cannot get to those who need them, particularly vulnerable youth, and the stigma of 6 mental health grows, exacerbating the problem. Research shows that mental disorders tend to emerge in childhood and adolescence, highlighting the need for early intervention while the brain is still developing (Merikangas et al., 2010). The cost and economic burden on families with adolescents who are experiencing mental disorders can be enormous (Merikangas et al., 2010). In the United States, recent estimates of that burden 250 billion dollars (Merikangas et al., 2010, p. 988). Finding viable solutions to not only the financial burden, but also the overall stigmatizing and isolating crisis, is imperative for the health of youth worldwide (Corrigan et al., 2009; Goguen et al., 2016; Kaushik et al., 2016; Merikangas et al., 2010). Barriers to accessing quality psychological care for youth in the United States may be reduced with the expansion of school-based mental health services (Hart, 2024). Nearly 50 million students attend public schools each year, including approximately 15 million in secondary schools (National Center for Education Statistics, 2024). Given that students spend over 1,100 hours in school each year, schools are uniquely positioned to promote mental wellness and build protective factors like social-emotional skills and resiliency (Hart, 2024; U.S. Department of Education, National Center for Education Statistics, 2008) both of which help to build positive psychological well-being. Implementing art and art-based programs in schools can be a possible way of working toward this massive undertaking. Art therapy has been used for centuries to aid in the treatment of mental difficulties and may be an underutilized yet accessible resource for improving mental illness (Mollaoğlu et al., 2022). Art can be inclusive, inexpensive, flexible, and diverse. Art, in many forms, allows for self-expression, communication, empathy, exploration, inclusivity, and connectedness, all of which aid in improving psychological health 7 and well-being (Coholic et al., 2019; Fernandez et al., 2022; Stevens et al., 2018; Van Lith et al., 2009). Understanding the influence of this resource and researching the potential benefits it can provide to those struggling with mental health can be powerful in combating this crisis. Promoting psychological wellness in high school students, particularly those facing elevated levels of stress and anxiety due to high expectations, stigma, limited access to resources, and marginalization, among others, requires inclusive, multifaceted strategies and approaches. Social structures and programs in communities must work together to build a strong foundation for mental health support (Corrigan et al., 2009; Goguen et al., 2016; Hart, 2024; Kaushik et al., 2016). Literature Review The global impact of mental health challenges on society is immense. And though there are many barriers that hinder access to high-quality care for individuals who need it, there are also innovative and accessible solutions to help address the crisis (Bone, 2018; DeSilva et al., 2014). Art and art-based programs have been shown to provide tools that enhance psychological well-being by fostering inclusive communities, serving as creative outlets for self-expression, and empowering individuals in their healing (Bone, 2018; Stevens et al., 2018; Van Lith et al., 2009). Understanding how integral mental health is to overall well-being underscores the importance of advocating for these inalienable rights. Mental Health Education and Support Positive psychological well-being is characterized by a sense of positive mental health, emotional stability, and the ability to navigate life’s challenges (Bhugra et al., 2013). Bhugra (2013) stated, “mental health gives an individual the feeling of worth, control and understanding of internal and external functioning. … Positive functionality means managing change, 8 relationships and emotions in a constructive manner” (pp. 3–4). This state of balance and contentment is critical, as mental health is deeply interconnected with overall well-being. Despite the significance, the concept of psychological well-being is often underemphasized and undervalued in society. Mental health literacy must be prioritized through increasing community awareness to alter perceptions about mental health and its treatments (Jorm, 2012). Education can be pivotal in changing society's attitudes toward mental health and its treatment. Jorm (2012) states, “schools, colleges, and universities are well placed as settings for improving mental health literacy because of the high-risk age groups they serve and their educational mission” (p. 239). By working together, parents, educators, school staff, and communities can create supportive environments that prioritize overall health. This collaboration can be strengthened through intentional interventions that promote mental wellness, particularly by incorporating mindfulness practices and implementing art based social-emotional learning (SEL) programs (Duraku et al., 2023; Hart, 2024; Hegenauer, 2018; Johnston, 2004; Pollock, 2017). Creating safe spaces where open discussion and communication are encouraged, and by incorporating mental health education into the curriculum, educational institutions can help dismantle stigma and cultivate a culture of support for their most vulnerable citizens. To see significant and lasting changes to the mental health pandemic facing the globe, awareness of and promotion of public understanding of mental health and its treatment is imperative. Government agencies, healthcare providers, and community leaders can each play a vital role in advancing mental health education (Golden et al., 2024; Westerlund et al., 2020). By implementing policies that promote mental health literacy, society can begin to break down the barriers that prevent individuals from accessing necessary care. The integration of art and artsbased programs has shown promising results at enhancing psychological well-being (Coholic et 9 al., 2019; Fernandez et al., 2022; Stevens et al., 2018). By continuing to engage communities and schools in initiatives that promote positive psychological well-being, like art and arts-based programs, society will ensure that mental health is treated with the urgency and respect required to cultivate lasting and effective change. Barriers to Mental Health Treatment There is an urgent need for mental health reform in societies across the world. Mental health issues impose significant global costs on economic, social, and cultural systems, highlighting the urgent need to recognize mental health not only as a critical aspect of overall well-being but also as a fundamental human right (DeSilva et al., 2014). However, numerous barriers stand in the way of individuals accessing high-quality care. One of the most prominent obstacles is the stigma surrounding mental health issues. Many individuals see mental health and its treatment with disapproval and bias; it is often perceived as less effective than traditional medical treatment for physical ailments (Goguen et al., 2016). This negative perception can prevent individuals and their families from seeking help or advocating for necessary support. Instead, they are more likely to use more holistic approaches such as dietary changes or physical activity over traditional psychotherapy (Jorm, 2012). According to Jorm (2012), “the public has to believe what professionals have to offer is likely to help them, otherwise they will not seek out their services or will not adhere to their treatment recommendations” (p. 233). While belief is important, people first must be able to access the care they need. Accessibility, however, remains a significant barrier facing individuals with mental illness. Mental health services are often found in cities and larger urban areas leaving individuals in rural populations and small communities without options for care (Bone, 2018). Moreover, 10 even when these services exist, they tend to follow a “one size fits all” approach and do not look at the diverse needs of individuals and families within unique cultural and age groups (DeSilva et al., 2014; Westerlund et al., 2020). Generic approaches to individualistic problems exacerbate challenges faced by individuals who need accessible, quality care. Academic pressure is another key source of psychological strain, especially for adolescents. In a study conducted by the American Psychological Association (2009), young people reported that doing well in school was one of their top sources of stress. Students pursuing more academically rigorous and competitive pathways, like those attending early college STEM programs, often face added pressure from the expectations of high-achieving and elite colleges. In addition to personal pressures, high expectations from parents, educators, and others, institutions have become increasingly selective, and students are met with more demanding coursework and high-pressure expectations, all of which can contribute to elevated levels of stress and anxiety (American Psychological Association, 2009; Conner et al., 2009; Feld, 2011; Suldo et al., 2009). This stress can become even more pronounced in STEM specific environments and settings. Pfau et al. (2024) found that first-year STEM students enrolled in chemistry courses reported significantly higher rates of depression, stress, and anxiety, and are about 20% more likely to experience these negative emotions than students in general education courses. Similarly, Racela et al. (2022) reported that high school students in academically rigorous Early College STEM programs experienced their highest levels of anxiety during their final years of school, especially senior year, when the pressure to meet college expectations are most demanding (Chace, 2013; Racela et al., 2022). The real-world stakes of these rigorous, high 11 demanding curricula require solutions to help lessen the heavy pressures that students face in their educational journeys. In a systematic review, Heganauer (2018) found that students participating in STEM majors often reported feelings of stress, anxiety, and depression when describing their experiences. Notably, the study emphasized that academic success can be impeded by high levels of “negative emotions” that are associated with intense levels of stress. In some cases, this elevated strain was the difference between students persisting with their programs, or dropping out of school (Hegenauer, 2018). When viewed alongside the biological, social, and emotional changes that are already part of adolescence, these academic stressors further accentuate the importance of supporting students’ psychological and emotional wellbeing (American Psychological Association, 2009; Conner et al., 2009; Feld, 2001). Because students may be reluctant to ask for help when they need it, it is especially important to ensure that support systems are in place to lessen the impact of these pressures. School arts-based wellness programs are one way to build a structured support system for students that may help to prevent or lessen the ‘negative emotions’ that can further isolate and overwhelm youth (Feld, 2011; Hegenauer, 2018). By offering accessible opportunities for students to express themselves and their emotions, these programs may help alleviate some of the pressures these academic settings can create. Finally, larger socioeconomic and structural factors, both external and internal, contribute to the complexity of the mental health crisis facing societies today (Bhugra et al., 2013). These factors can significantly impact people’s opportunities and their quality of life. Individuals from low-income backgrounds or marginalized communities often face greater vulnerabilities due to poverty, discrimination, isolation, and lack of support (Bhugra et al., 2013). As a result, addressing 12 these inequalities is vital for ensuring that mental health interventions are equitable and responsive to the needs of all students. Building Relationships Through Art Art can have a profound effect on the way people view the world. Art and art-based programs play a significant role in enhancing psychological well-being by fostering community, inclusivity, and supportive relationships with others (Stevens et al., 2018). These programs serve not only as creative outlets for self-expression, but they can also facilitate meaningful connections with others, effectively contributing to psychological well-being and mental health recovery (Van Lith et al., 2009). Building connections with others is an essential tool in this process. Art and art-based learning have also demonstrated positive outcomes in STEM related fields and have meaningful impact in real-world professions and applications (De La Croix et al., 2011b). Medical schools, for example, have utilized arts-based education programs that offer benefits that go beyond scientific knowledge by helping students explore complex spiritual, emotional, culturally sensitive, and communicative experiences (De La Croix et al., 2011b). The same study found that incorporating the arts into medical training reduced performance anxiety, built camaraderie, and made learning more enjoyable (De La Croix et al., 2011b). It also enhanced empathy for others, increased self-awareness, and strengthened relatability. These experiences enhanced medical students’ confidence, communication, and ability to reflect, all of which are essential skills in the medical field and in other high stakes STEM professions (De La Croix et al., 2011b). If youth are taught these vital skills early, while learning how to navigate difficult and complex situations, they can begin to develop a strong foundation of psychological grounding built on security, self-efficacy, and empathy. 13 Research further suggests that incorporating visual arts as part of treatment for mental illness show notable improvements in their overall psychological well-being as art facilitates communication and understanding among participants (Fernandez et al., 2022). Similarly, settings that utilize arts-based activities involving youth promote interaction, engagement, and connection with others, enhancing a sense of inclusivity and enjoyment (Coholic et al., 2019). This type of interconnectedness creates a sense of safety which encourages individuals to express themselves and contributes to positive changes in their psychological well-being (Coholic et al., 2019). When people feel safe, they are more likely to express themselves and advocate for their needs. Integrating arts-based wellness practices such as mindfulness, and social and emotional learning (SEL) into school environments is a promising approach to supporting student mental health (Coholic et al., 2020; Forgo, 2017; Hart, 2024). These practices center on student experiences and identities, offering choice and agency that can serve as a powerful support and foundation for psychological well-being (Coholic et al., 2020; Hart, 2024). Schools are uniquely positioned to provide inclusive support for social and emotional learning skills that help students self-regulate, build empathy and relationships, engage with the community, and make responsible decisions (Hart, 2024). Given the significant amount of time young people spend in school, these settings offer valuable opportunities to promote resilience and overall mental wellness (Coholic et al., 2020; Collaborative for Academic, Social, and Emotional Learning, n.d.; Collaborative for Academic, Social, and Emotional Learning, 2012; Hart, 2024; Meeus et al., 1999; U.S. Department of Education, National Center for Education Statistics, 2008). Teachers have unique opportunities to not only support and foster academic growth, but also 14 promote social, emotional, and psychological well-being through evidence-based practices and relational trust. Arts-based recovery programs have demonstrated both short and long-term benefits for mental health (Stevens et al., 2018). Participants in these courses showed significant improvements in overall health and well-being based on enjoyment, relationships built with peers, development of new skills, and inclusivity (Stevens et al., 2018). Providing community services that are accessible, affordable, and led by caring, informed facilitators, empower individuals with mental health challenges to build relationships where they may otherwise feel isolated (DeSilva et al., 2014). Ultimately, a sense of belonging is a critical element of positive mental health and psychological well-being. Finally, art-based practices can build confidence and self-esteem, both of which can significantly enhance mental well-being. A study by Bone (2018) showed that individuals who participate in art-based programs frequently report enhanced confidence, self-worth, and an increased community network, all of which served to enrich individuals’ lives. Similarly, Van Lith et al. (2009) emphasized how creating art in safe and supportive environments aids in creative exploration, fostering relationships that facilitate healing. When people can express themselves in safe and vulnerable ways, in other words, they are more likely to feel a sense of fulfilment and belonging that can lead to significant positive effects on psychological well-being. Communication and Expression Through Art Mental health is multifaceted and incredibly complex. Bhugra et al. (2013) suggest that mental health is influenced by many complex components including biology, society, psychology, and environmental factors. Artmaking can be a way to help individuals explore these diverse components to help them understand and express their personal experiences and 15 see that they are not alone in this human experience. Engaging in the arts has been shown to enhance psychological well-being by building community ties, breaking down barriers of stigma and misunderstanding, reinforcing personal and cultural identity, and encouraging selfexpression, all of which “are protective factors against mental health symptoms and distress” (Golden et al., 2024, p.2). Integrating the arts into social and emotional learning (SEL) in schools, through music, theater, visual arts, and dance, offers young people meaningful opportunities to explore their identities and personal experiences, form connections with others, and cultivate empathy and understanding for those around them (Fernandez et al., 2022; Hart, 2024; Stevens et al., 2018; Van Lith et al., 2009). While schools worldwide use various strategies to prevent mental illness and support students’ psychological well-being, arts-based mindfulness has been identified as a safe, low-risk, and effective intervention. Unlike many traditional approaches, art is both personal and adaptable, making it not only impactful, but also cost-effective and efficient (Caballero et al., 2019; Coholic et al., 2020; Duraku et al., 2023; Forgo, 2017). Research also shows that mindfulness practices help to enhance children’s mental and emotional health by decreasing anxiety and supporting healthy growth and development (Hart, 2024; Weare, 2012). Empowering individuals by honoring their lived experiences through the creation of art and artbased practices offers opportunities for self-expression and communication, both of which help to build positive mental health (Coholic, 2011; Hart, 2024). Coholic et al. (2020) found that mindfulness strategies supported youth facing psychosocial stress by helping them build resilience and fight through challenges. When combined with art, these practices increased engagement, improved attention and focus, and offered a consistent mode of enjoyment and interest (Coholic et al., 2020; Forgo, 2017). For 16 students experiencing heightened pressures, such as early college STEM students, arts-based mindfulness can serve as a meaningful way of processing emotions, expressing feelings, coping with challenging situations, and strengthening self-image (Coholic et al., 2019; Coholic et al., 2020). In one study, youth ages 11–17 were asked to identify three key takeaways from their experiences with art-based mindfulness programs. The students responded with the following: (1) arts-based methods were engaging/interesting, and “not boring” (2) arts-based methods helped them pay attention and focus, and address their “wandering minds,” and (3) arts-based methods helped them express themselves. They added that the arts-based methods were “fun and different” and that they have been able to carry on with some of the activities at home (Coholic et al., 2020, pp. 522–523). These responses highlight how arts-based mindfulness practices not only cultivate engagement and enjoyment among young people but also encourage self-reflection and self-expression in fun and non-judgmental ways (Coholic et al., 2020). This type of reflection helps to cultivate positive psychological well-being and contributes to purposeful goal achievement, self-efficacy, and can help to facilitate wholeness. Further research supports these findings. Bone (2018) identified key themes among participants of art-based mental health programs, including the creation of safe spaces for artistic expression, a transformational change in identity, and a sense of support and inclusion within their community. Similarly, participants in group art programs reported enjoying the creative process, which helped to facilitate their identity and express themselves (Stevens et al., 2018). This new sense of self, in addition to fostering mindfulness practices, helped individuals develop new coping strategies (Coholic et al., 2019). These experiences demonstrate how art and artmaking can promote healing, resilience, enjoyment, and a deeper understanding of oneself. 17 Arts-based programs have been shown to enrich the experiences of individuals with mental illness by providing a platform that builds self-esteem and communication, reduces stress and anxiety, and allows for a greater capacity to fight against negative thoughts (Hegenauer, 2018; Song, 2023). Research shows the life-changing potential that art and art-based programs have in addressing these challenges (Bone, 2018; Coholic et al., 2019). Having a better understanding of these challenges can offer powerful opportunities for personal and academic growth for students when educators and community members support youth in finding healthy ways of coping with stressful situations and circumstances (Arshavsky et al., 2019; Monasterio, 2016; Pfau et al., 2024; Racela et al., 2022). Using art to enhance psychological well-being can cultivate supportive environments and increase communication and self-expression. By promoting art as a means of enhancing mental health, we can create more inclusive and supportive environments for those navigating the challenges of mental illness and begin to facilitate healing and psychological well-being (Coholic et al., 2019; Fernandez et al., 2022; Stevens et al., 2018). Purpose and Method The purpose of this study is to examine the unique psychological experiences of high school students attending a rigorous early college STEM school. This may complement prior research on the benefits of promoting mental health through the use of art and art-based programs by exploring their impact on stress, anxiety, and overall psychological well-being. The guiding research questions are: 1. How does participation in arts-based programs impact students’ experiences of stress, anxiety, and well-being? 18 2. How does participants describe their emotional and psychological experiences in artsbased programs? These research questions emerged from years of working with high school aged youth who struggled to find balance within the constraints and pressures of their highly rigorous daily expectations, as well as from witnessing some of them discover resilience and coping through art. As both the researcher for this project and the instructor of the course being studied, it is important to note that my own experiences with teaching and creating art significantly shaped my approach to data gathering and analysis. I established the classroom community in which these artifacts and reflections were produced, and I feel that my 12 years as an educator have given me significant insight into the struggles adolescents face today. This experience has shown me that art can serve as a steppingstone toward self-understanding, healing, and peace. Accordingly, the development of this research, the construction of the instruments used to collect data, and the interpretation of that data have all been deeply informed by my perspective as both an artist and an art teacher. Having expertise in both the knowledge and practice of the arts and having a license and endorsement from the State of Utah to teach secondary art, I have designed and taught a variety of arts courses at NUAMES High School, an early college high school located on the campus of Weber State University in Ogden, Utah. These courses include subjects such as drawing, painting, digital photography, digital graphic design, and studio art and were developed to foster student growth and learning in the field of visual arts. Research was conducted utilizing one of these existing courses, Studio Art 1030, a college-level art course offered to students attending high school that allows students to receive three college credit hours if requirements are met to 19 pass. Data were derived from past students’ archived artist statements, as well as current students’ artist statements and a whole-class discussion following a critique. Twenty-two high school students between the ages of sixteen and eighteen were enrolled in the Studio Art course. As part of the Studio Art course, students create six artifacts or projects throughout the semester, and each artifact includes both an artist statement and a classroom critique. This research study was based on the second artifact and prompt that students were required to complete for course credit. Consequently, all students in the course created artwork that was personally meaningful, wrote an artist statement, and participated in a class critique and discussion about their experiences. However, only the students who chose to participate in the research study were included in the data analysis and research findings. All students engaged in art-making activities to visually and personally explore their individual lived experiences. These activities incorporated a wide range of artistic forms, including painting, drawing, photography, sculpture, mixed media, digital art, and other studio techniques. Students used the medium(s) of their choice and began by reflecting on and creating a list of topics or issues they felt strongly about. From this list, each participant chose one or two subjects to explore through the artmaking process. This open-ended structure provided flexibility for investigating their lived experiences through creative practices and helped to encourage engagement in the artmaking process. Participants wrote artist statements that provided context, described their process, and reflected on the intent and meaning of their artwork and their experiences with artmaking. Following the completion of both the artwork and the artist statements, students participated in a classroom critique and discussion with their peers and were asked to reflect on and give constructive feedback to their classmates as well as communicate their experiences with art, stress, and psychological well-being. 20 All data sets, both past and present, were included in the data analysis, all of which showcased students lived experiences regarding the artmaking and reflection process within a college-level art course. The data was categorized into three groups: archived written reflections from former Studio Art students (n = 48), written reflections from currently enrolled Studio Art students (n = 22), and a recorded classroom critique discussion with currently enrolled Studio Art students. To show clarity in reporting, the first two data sets (archived and current written reflections) are referred to as the ‘written dataset,’ while the recorded critique discussion is referred to as the ‘spoken dataset.’ The written dataset provided the overall foundation for thematic development, while the spoken dataset served to add emphasis and depth to the lived experience of the artmaking and community-building process, giving life to student voices. The critique discussion provided unplanned insights into personal, social, and community perceptions, offering context that strengthened the written reflections. To maintain clarity across the three data sources, each student was assigned a de-identified code. Archived student reflections were labeled AS01–AS48, current student reflections were labeled CS01–CS22, and critique reflections were labeled CR01–CR13. These codes are used throughout the Results/Findings section to indicate the source of each quote. To reduce bias and broaden the scope of analysis, all available archived artist statements were included in the coding process. Using a qualitative research approach, artist statements, reflections, and the recorded classroom discussion were inductively coded, with attention focused on recurring words, phrases, and patterns related to emotional, psychological, and social experiences. Analysis prioritized student voice, lived experiences, and the psychological 21 significance of artmaking within a rigorous academic context. Coding was then refined further into broader categories and grouped into higher-order themes (Coholic et al., 2019). The data derived from the archived student reflections came from an “Artist Statement Flow Chart,” in which students responded to prompts organized into the following categories: 1. Describe: What does your artwork look like? 2. Process: What materials, tools, and techniques were used to create your artwork? 3. Inspiration: What or who inspired your artwork? 4. Goals: What were your goals for this piece? Did you accomplish them? 5. Reflection: What did you learn from the process? What would you do the same? What would you do differently? Current student reflections followed a similar structure but were more specific and asked for more detailed, introspective responses. These prompts included: 1. What does your artwork show or represent? 2. What materials or techniques did you use? 3. How did you create your artwork (steps, choices, methods)? 4. Did you face any challenges? How did you handle them? 5. What inspired this artwork? 6. Did your mood, feelings, or personal experiences influence your idea? 7. What were your goals for this project? 8. Did you hope this project would help you in any way (stress relief, self-expression, etc.)? 9. How did you feel before, during, and after making this artwork? 10. Did creating this artwork help you cope with stress or emotions? How? 11. Do you think art affects your overall mood or mental health? Why or why not? 22 12. Does this artwork express something about who you are or how you feel? 13. Did making it help you understand yourself or your feelings better? 14. Did working on this project affect how you feel about your classmates or your teacher? 15. Did you feel safe and supported while creating this artwork? 16. Have you noticed any changes in yourself from making art (confidence, patience, focus, etc.)? 17. What are your overall thoughts about your finished piece? 18. If a friend asked you how art can help students feel better, what would you say? The specificity of these questions encouraged greater elaboration and depth from students, strengthening the dataset by providing rich detail. Each reflection was analyzed individually through inductive coding to identify the psychological and emotional significance expressed, as well as the frequency and depth of those findings. The spoken dataset was collected following students’ written reflections and included prompts such as: 1. Out of all the works of art you viewed during today’s critique, which piece most successfully captured the goal of visually depicting something the artist feels strongly about? 2. Was there a piece you found particularly influential? Why? 3. What did you learn about yourself through the art-making and critiquing process? What would you do differently next time? What would you do the same? 4. How did creating this piece and viewing others’ artwork influence your view of the world? 23 These discussions added depth to the lived experience of artmaking and community building, elevating student voices. The critique format encouraged spontaneous sharing, revealing students’ perspectives, insights into their worldviews, and reflections on their social perceptions. The written dataset was analyzed first. I read each reflection multiple times to develop familiarity and to identify patterns. Initial descriptive codes were applied to showcase personal meaning and purpose and developed organically as the data was organized and read repeatedly. These descriptive codes were then grouped into categories, which were refined into five major themes: Identity, Expression, Creativity, Stress Relief, and Resilience. After major themes emerged, sub-themes were identified and used to deepen understanding and emphasize experiences. The spoken dataset was analyzed after the written data to confirm and elaborate on prior findings. The voice recording was transcribed verbatim, cleaned, de-identified, and segmented into speaker turns. I then applied codes using the thematic structure established from the written dataset. When new spoken reflections or emotional emphasis were introduced that did not fit within the structure of the major previously established written themes, the instances were noted. The critique data offered an opportunity to observe spontaneous emotional expression and mutual authenticity, strengthening the trustworthiness and credibility of the findings. Ethical procedures for this study included a review by Weber State University’s Institutional Review Board (IRB), the NUAMES District Administrative Approval Committee, and the obtaining of written consent and assent from both current participants and their parents or guardians. Ongoing verbal consent was maintained throughout the research process. After artist statements and discussion data were collected, all identifiers were removed, and students remained anonymous. For past student data collection, only de-identified archival data were 24 used, but if the inclusion of specific quotes or details was required, additional consent was obtained from the former student. All data was stored securely and remained confidential. Results/Findings Findings are presented in two stages. First, I give an overview of emergent themes and sub-themes as identified across the written dataset. Representative student quotes are included throughout from all three data sources, with the spoken dataset being integrated to enrich, support, and elaborate on the lived experiences and perspectives of students. Finally, additional findings are organized and presented as responses to the guiding research questions. Identity Data analysis revealed that the themes of Expression and Resilience appeared most frequently across student reflections, but Identity emerged as the foundation of the artmaking process across all data sets combined. Students consistently built and created their art based on who they are and what they value before choosing to express emotion, experimenting creatively, coping with challenges, or finding stress relief. Accordingly, Identity emerged as the most prevalent theme across the written and spoken datasets and functioned as the foundation from which all other themes developed. Students frequently described their artwork as a reflection of who they are, what they value, or what they have experienced; therefore, the basis of the making process is their lived experiences and related topics that they feel strongly about. Identity was repeatedly communicated as a way to explore who they are, articulate different aspects of themselves, and make sense of their cultural and relational experiences. Student reflections showed how art can be a supportive and authentic outlet, especially for those who struggled to express those experiences publicly. Commentary revealed that choosing what to visually depict 25 was also a process of choosing what part of themselves to reveal or explore. One archived student (AS25) explained, I often feel hesitant to share my interests with others … I’m afraid they won’t take them seriously. I shared something I loved once, and they didn't understand. It’s painful to feel rejected. [In my artwork] The monster is in pain. It does not want to be a monster, it wants to make people happy, but nobody wants it and the creature is told it’s wrong for its happiness … it's not a monster. It’s just different. Current students expressed similar themes of discovering themselves through creative expression, with one current student (CS08) noting that art allows them to “depict your emotions and share them with yourself and other people in a way that you wouldn’t otherwise think of.” These identity explorations also emerged in critique reflections, where students made meaning of the connections between the artmaking process, relationships with others, and self-worth; one shared (CR02), I learned that they're not worth it; my teammates aren't worth my time if they're not gonna treat me how I should be treated. I'm staying on the team … it makes me happy because I’m doing something I love … you still have to love yourself first. Students frequently described art as a way to communicate thoughts, feelings, and experiences that often felt overwhelming and difficult to share elsewhere. Their artwork became the language that gave voice to their experiences and allowed them to understand themselves and others better. One current student (CS18) captured this process clearly, explaining that art “helps to be able to put how you feel or what you may think and not just feel it, but visualize it and bring it to life by expressing it to others.” Another current student (CS13) echoed this, sharing, 26 My artwork shows the struggles of anxiety. It pictures a person who doesn’t want to talk about their struggles or open up to people. She is trying to cover up the wounds herself, but some are seeping through and never healing. Through these acts of expressing their experiences, students not only represented their lived experiences, but seemed to be developing a greater understanding of who they are and are, therefore, able to move toward growth and acceptance. Artmaking and critiquing allowed students to explore their internal struggles and lived experiences to help discover their emerging identities by giving them an authentic, safe, and purposeful way to process who they are becoming. Personal identity also emerged as students explored their connections and relationships with others as well as their cultural backgrounds. Many students described using their artwork to celebrate meaningful relationships, confront difficult ones, or represent cultural and spiritual influences that shape how they see themselves and the world around them. One current student (CS04) shared, “My artwork is a Hawaiian flower … I was named after the flower … Overall, it represents me completely,” illustrating how cultural identity intertwined into her personal narrative through her artistic choices. Another archived student’s (AS39) piece reflected cultural and spiritual grounding while building connections with others, she shares, My artwork was mainly inspired by my personal experiences and beliefs … I have felt very broken—not only physically, but mentally … I have lost [many people] in my life … These losses have been very hard, but I have a strong belief that I will be able to see them again. As a member of [my church], I have come to believe in God and in heaven. I also believe that when we die and go to heaven, we will be made perfect. My goals for this piece were to show not only how I feel about myself but also how I feel about my 27 religion and beliefs. I feel I accomplished these goals. I was able to share my feelings and tell stories that others may relate to. Others used their artwork to process friendships, family dynamics, and evolving social identities. During the critique one student (CS02) shared her thoughts, “Making this piece showed me that my family really does care for me … it also showed me that you can be vulnerable, and people will support you, and it makes me just feel a lot better about the world.” These statements highlight how students might understand themselves not only as unique individuals, but as people deeply shaped by belonging, to families, to communities, to cultures, and to values. A final dimension of identity came through students sharing their passions, interests, and hopes for the future. For many, art provides a way to express what brings them joy, reveal authentic parts of themselves, or imagine their future lives. One current student (CS06) described drawing their perfect environment, describing, “My artwork is a drawing of me in my favorite environment … it represents my peace.” Another (CS20) expressed how artistic creation connects to their passions, noting, I love getting this kind of feeling when I’m playing the piano. It’s this feeling where all the rhythms and notes in an improvised solo are easy and feel good … it just, feels jazzy where you’re hitting everything so good that you actually create a vibe. Others explored passions such as music, dance, or future careers, using their creative work to make these aspirations visible to others and more tangible to themselves. An archival student reflection (AS13) stated, The reason I chose white dandelions is because of how they are referred to as “wishes.” Wishes [tie] back to dreams or ambitions for the future, and it’s a metaphor for how each 28 of those hundreds of wishes a single person has can be caught by an updraft and grow into their whole future. As for the yellow dandelion, that represents my own experiences of uncertainty regarding my future and career. These reflections show how artmaking can function as a space to process emotions, affirm interest and passions, and help students navigate the vast expanse of their futures, all of which are anchored in the development of student identity and self-understanding. Across both written and spoken datasets, identity functioned as the psychological entry point for artistic exploration, shaping the development of later emotions, efforts, and interpretations. Students were not only creating art but also telling their own story in the process. Expression Identity served as the foundation for students’ work, and Expression naturally flowed from it illustrating how students transformed their internal experience into outward communication. While Identity built the person, in other words, Expression revealed how symbolism and meaning were translated and shared with others. Students repeatedly described art as a form of communication that allows them to convey emotions, experiences, and perspectives that might otherwise remain hidden and unshared. Visual language became the cohesive structure that allowed expression, even when verbal language fell short; it became a universal way of communicating without ever having to open one's mouth. Expression allowed students to make themselves and their experiences visible, not only to others, but also to themselves. It allowed them to be seen. An archived student (AS03) reflected, “This piece represents how characters and character designs help me express myself, including my views, personality, and issues.” Current students echoed this experience as well, with one student (CS08) explaining that art, “helps you depict your emotions and share them 29 with yourself and other people in a way that you wouldn’t otherwise think of.” Additionally, during the critique reflections a student (CR03) emphasized how two particularly expressive works of art created an emotional connection to their own experiences, [Referencing other classmates artwork] … just looking at them, that's exactly how anxiety and everything feels just all the time, as someone who really suffers from anxiety, even though I feel like I hide it pretty well, I felt [those works of art] I felt them deeply and it made me feel less, less alone. As student insights emerged through data analysis, I found that there were many interconnected aspects within the overarching theme of expression that drove students to open themselves up communicatively to others. Emotional expression and release were most significant, followed by masking or hiding emotions, and finally, symbolism and emotional duality. Many students utilized the creative process expressively as a way to communicate and release complicated and overwhelming emotions. Often these emotions were difficult to articulate and created intense vulnerability for students. It was imperative, therefore, to provide an environment that allowed students to feel safe and that allowed for emotions to emerge in meaningful ways that would be respected—to feel seen. One current student (CS02) explained, “I would say, by looking at my art, you can see how someone can look really happy and feel good, but on the other side they are really hurt.” This highlights how visual imagery offered a clearer representation of a deeply complex emotional experience. Another student (CS05) shared, “Art can help students feel better by giving them an environment where they can openly express themselves.” When students are offered spaces that allow for expressive choices, and those spaces are reinforced with empathy and compassion. These safe spaces allow students the 30 opportunity for emotional processing and a way to find relief from inner struggles and build connections with others through the act of artmaking and creating. Students also used their artwork to express emotions that they try to actively mask and hide from the world, but they experience and feel very deeply. Several students created pieces that showcased the battle between what they felt internally and presented externally. One student (CS15) shared, “My artwork is representing a coping mechanism called masking … presenting one thing, or blending in, but feeling differently on the inside.” Another (CS16) reflected on insecurity and concealment following the pandemic, explaining, “My eyes were the part of me I most liked to show, but … I felt insecure, sad, and afraid to show my full face.” These expressions reveal the emotional toil students undertake to maintain appearances, as well as the relief they experience when those hidden feelings finally take form through their art. An archived student (AS29) shared, The subject matter reflects my past trauma and the importance of embracing emotions rather than hiding them … the inspiration came from a friend who faked a smile due to addiction and past trauma. This piece expresses my own struggles with family issues and the emotions of confusion and sadness … I learned that art can be a powerful tool for self-expression. By visually representing what they often suppress, students used expression as a way to safely confront and articulate vulnerable parts of themselves. Symbolism has been utilized to describe narratives for centuries. Symbolism allows for representation of complex ideas, beliefs, and experiences in more palatable and understandable ways. Students, unsurprisingly, used this tool to help them represent their experiences with emotional dualities. Many students created visuals that held contrasting ideas or emotions, such 31 as light and dark, pain and beauty, and fear and hope. One student (CS23) described anxiety through the image of a faceless girl crying a galaxy. She states, The lack of a face shows a struggle of being able to define or express myself. The galaxy showing emotions so endless and overwhelming that they hold a whole universe inside. Sadness mixed with beauty, showing how “pain” can still create something meaningful. Another (AS22) student used visual and literary metaphors to express both struggle and resilience. She explained, I spent time translating abstract thoughts, feelings, and experiences into metaphorical poetry … The big idea behind this project was the concept behind deep emotions. I feel that many people, including myself at one point in time, have fallen victim to viewing strong feelings as bad. They make you sad, upset, angry, and just outright confused. What people often don’t recognize is that strong feelings are also what make you happy, enlightened, grateful, and secure. Without the negative, there would be no new beginning for positive opportunities. Feelings are needed, and even if they’re unpleasant, that is okay. It is okay because that means that you are living. You are being human, and that in and of itself is beautiful. Accepting and understanding yourself on an emotional level is a necessity. Using symbolism allowed students to communicate emotions that were not singular or straightforward, but layered, complex and evolving. Through the use of color, emphasis, and metaphorical representations, students were able to explore rich emotional landscapes and were able to navigate difficult experiences with empathy and resilience for themselves and others. 32 Creativity As students expressed their emotions and internal experiences, a third theme emerged describing how they used Creativity to transform those expressions into intentional, innovative, and influential artistic choices. While Expression communicated what students felt, and Identity allowed them to explore from a foundation, Creativity revealed their decision-making processes for creating. One archived student (AS05) described this shift when reflecting, “I didn’t have specific goals for this piece … when it became ruined, I felt free to experiment and have fun … I am very proud of this piece. I learned a lot … and I believe it is worthy of display.” Current students echoed this relationship between expression and creative decision-making, with one (CS11) explaining that art “allows you to create whatever you'd like and gives you a safe place to do so.” During the critique, students recognized this creativity in one another, with one (CR11) noting, “I like just seeing how everybody has their own creativity to show their emotions and their thoughts and stuff … it shows how you’re not really alone.” Together, these reflections illustrate how students used freedom and experimentation to shape their artistic choices, and how they were inspired by the world around them to bring their ideas to fruition. Many students described the freedom to create as liberating. They expressed that art provided a safe place for exploration, experimentation, and as a reprieve from academic constraints. They described being able to “make mistakes,” have “flexibility,” and as one current student (CS11) explained, “Art helps students by giving them a chance to have a break from following rules in school, life, or anywhere. It allows you to create whatever you'd like and gives you a safe place to do so.” Another (CS20) emphasized the freedom that creativity allows: “When you’re making art, the only thing on your end you have to do is let go of everything else, and the art will take you the rest of the way.” Student voices reveal how creativity gave them a 33 sense of independence, opportunity, and psychological release, helping them step away from the stress and pressures of school and life and focus instead on imagination and discovery. Students found inspiration for their ideas from their surrounding world and by looking for examples outside of their traditional circles. Building on ideas that emerged from these experiences, students described doing the intellectual work of researching various artists and artistic techniques, methods, approaches, and utilizing studio habits such as envisioning, observing, and reflecting to move their process forward. One student (CS07) described their methodological approach as researching charcoal and chalk pastel techniques, practicing and testing out materials, creating thumbnails, planning out various compositional ideas, building, observing, and adjusting their work through ongoing reflection. Another student (CS05) explained, “I used yarn to create my piece … I taught myself how to do a four-strand braid through my research.” Other students shared that their inspiration came from quotes, history, or places and things that they love and/or they are interested in. These choices showed that students’ creativity is not limited to spontaneous creation, but that it often involves purpose, discipline, skill building, and problem solving. Students were proud of not only their ability to express their ideas and emotions, but they were proud of how they chose to create and share it. Creativity allowed students to discover who they are and how they feel through experimentation and “making mistakes.” This allowed for more freedom and flexibility, which consequently helped students to develop confidence through exploration. Resilience As students engaged creatively with their ideas, materials, and processes, the theme of Resilience emerged; students described managing frustration, uncertainty, and vulnerability within the creative process. Creativity opened the door to experimentation and therefore periodic 34 missteps and even failure as students described when things “got messy” or did not go as planned. Resilience became the descriptor of the process of moving forward and not giving up. An archived (AS10) reflection captured this connection between creativity and perseverance: “Part of this goal was completing my artwork on time, which I struggled with … In the end, I did finish, and in the future, I will have better time management to make sure I don’t struggle with this again.” Current students expressed similar growth, describing how frustration became part of the learning process and how facing those challenges strengthened their confidence. One current student (CS06) noted, “I had an incline and then a decline and an incline again in my confidence while making this project. However, I continued to stay patient and persevered through my challenges.” In critique reflections, students expressed the emotional resilience emerging through artistic struggle. One student (CR10) articulated, “I learned … that when I think something’s really hard, I can actually do way better than I thought … and that I should just keep going and not give up, even when it’s hard.” Together, these reflections reveal a deeper look into the theme of resilience, and include persevering through difficulty, learning from mistakes, and growing as a well-rounded human even through difficult circumstances. Feelings of being overwhelmed, discouraged, and challenged were described frequently in student reflections, both past and present. In all circumstances, however, the students also described their choice to continue. These reflections reveal how persistence, patience, endurance, and self-kindness naturally emerged through artistic making and were enhanced through practice. One student (CS06) shared, Before I finished my library, I was very happy with myself. Once I started doing the watercolor, my spirit dropped because the project wasn’t turning out as I envisioned … Despite my challenges, overall, the finished piece flows nicely. I feel proud of myself. 35 Others described feeling frustrated, wanting to quit, or losing motivation, but many chose to keep working. These reflections show that resilience was an integral part of the creation process. Students practiced resilience in real time as they confronted challenges, persisted through discomfort, and ultimately found success through struggle. Another dimension of resilience involved students’ ability to learn from setbacks, reinterpret mistakes, and adapt their approach. Rather than viewing errors as failures, many students saw them as opportunities for improvement. One student (CS05) explained, “I have a lot more patience … and self-acceptance for my mistakes because I’ve realized I can’t be the best at doing art, especially when I’m trying a new medium.” This student continued, I’m not completely happy with my piece, however, this was my first time trying something like this, so that’s okay. If I could do this project again, I would definitely do things differently. However, there are some aspects that I think turned out really well. Others described how trial and error strengthened their patience. One student (CS20) shared, While creating it I felt so many feelings. Frustration would always come first … but you have to keep going … The last feeling I … feel after working on it for a bit was satisfaction and proudness. Now that it’s finished, I’m so happy about the things I have accomplished … I take this whole experience positively, as it helped me learn a great deal. I became more patient … frustration means you’re learning. These reflections show students seeing imperfection not as a failure but as a way to grow. The basis of resilience is to withstand or push through difficulties and these students shared, through their reflections, that being willing to revise, refine, and developing good work, even 36 when it is uncomfortable can transform incredibly difficult things, whether physically, mentally, or emotionally into growth and progress. Students also described deeper emotional transformations that occurred through the process of making art. For some, resilience involved acknowledging, communicating, and moving toward healing from emotional wounds. Others rediscovered a sense of hope, or experienced shifts in self-understanding. One student (CS03) expressed, “It represents that there’s always light with what you love, even when you are at your lowest,” using their artwork to advocate for recovery and faith when things get difficult. Another (CS13) described how support and vulnerability were part of emotional healing, My artwork shows the struggles of anxiety. It pictures a person who doesn’t want to talk about their struggles or open up to people. She is trying to cover the wounds herself, but they continue to seep through and never heal. The other girl is opening up to her friend, and her friend is helping to carry the burden. Over time her struggles begin to ease and heal. Students also acknowledged meaningful emotional growth through creating and sharing their artwork with others. A student (CS14) explained, “It’s helped me feel more confident in myself because when the situation occurred, I had very low self-esteem and confidence in myself … [creating and sharing this artwork] helped me feel better and more hopeful for the future.” These reflections demonstrate how art serves as a steppingstone not only in technical artmaking and problem-solving, but also in emotional healing and personal growth. Stress Relief Stress relief was represented among the emotional outcomes of artmaking, particularly within the demanding context of an early-college STEM environment as students developed 37 resilience through perseverance, adjustment, and emotional growth. This final theme emerged describing the role of art as creating a calm and safe space, regulating emotions, and creating connections with others. An archived reflection (AS11) illustrated this connection between choice and well-being, “I decided to use watercolor because I thought the colors would feel more calm and comforting … I wanted it to have a relaxing, peaceful feel.” Current students echoed this desire for calm, with one (CS20) explaining that the art room provided space and time where “nothing else matters … it takes my mind off my other schoolwork and makes my brain feel more at peace.” During critiques, students described how creating and sharing their art helped to build a sense of emotional safety and community support, as one (CR2) shared, “You can be vulnerable and people will support you, and it makes me feel a lot better … it makes me feel more peaceful.” Students described art as “calming, grounding, restorative, and relaxing.” This relief was not always described as a way to escape difficulties, but as a way to find clarity and be more balanced. Many students described artmaking as calming while they were in the process of creating it. It was a sensory experience that helped them to slow down, focus, and be present. The physical act of creating art allowed them to detach from academic pressure and stress and enter a quieter and simplified mental space. When a student (CS16) was asked what they would say to a friend about whether art can help you, they replied, “I would tell them that art is like therapy because it lets you express what you feel, relax, and understand yourself better.” Another (CS06) described how the process itself eased stress, noting, “Yes, this project definitely helped me with stress relief. I haven’t [painted] in a long time, so I forgot how relaxing [it is] to work with … It was a great way to pass time and made me feel at peace.” Even when students felt challenged or frustrated, they described the work as grounding. A current student (CS05) shared, “I had really 38 mixed feelings because I changed my mind … during the process and got frustrated … but during the simple pieces like braiding, I felt calm.” These reflections reveal how being present and engaged with the artmaking helped students to regulate their emotions, redirect their attention, and find moments of peace within a stressful and demanding school day. Finding a sense of relief appeared as students used art to process or release emotional pressure. The art room and the artmaking process became a safe outlet for feelings that may be more stigmatized or taboo. After being asked if art affects their overall mood or mental health, one student (CS16) expressed, “Yes, because when I paint, I feel like I release what’s inside me, and it helps me feel lighter and less stressed.” Another (CS2) described a full emotional transition, “Before, I felt hurt and unloved. During it I felt joy … After it I felt pleased with how it all turned out.” Others highlighted art’s role in altering stress into something more manageable, by helping them cope with difficult emotions, one student (CS16) shared, “I was able to put on paper what I can’t always say in words, and that gave me relief.” Through the artistic process and with the opportunity to communicate their experiences, students were better able to process and understand their emotions leading to a sense of support and relief. Finally, students shared that experiencing a sense of stress relief through art was increased by the inclusivity, emotional safety, and connection provided within the art classroom. The space was described by students as “quiet, accepting, calm,” and “helped them feel supported and less alone.” A student (CS03) revealed, “I felt safe working on it … everyone was focused on their own work, and it’s a super safe place to relax and draw or do whatever project you’re working on.” Others noted how connection to others eased their stress, one student (CS05) stated, “I felt more connected with my classmates … we’ve gotten to know each other better from talking while making our pieces.” Many emphasized the safety of vulnerability, a 39 current student (CS15) noted, “It helped me realize that I am okay to show the real me sometimes … even though the dark side isn’t ‘pretty,’ it’s still art, it’s still me, and it’s still beautiful.” These student experiences show that stress relief was not only experienced at an individual level but enhanced through connection and community. Safe spaces built to support student experiences and encouraging student authenticity help students to feel seen, grounded, and cared for. Providing this type of space for students is vital for supporting student’s authentic identity, expression and communication, creativity, building resilience, and fostering positive psychological well-being. The five themes identified in the study—Identity, Expression, Creativity, Resilience, and Stress Relief—reflect the psychological experiences of student participants throughout the artmaking and critiquing process. Together, these themes reveal how students made meaning of their artwork and how the creative process supported their emotional experiences. Consequently, the thematic findings directly connect to and support the guiding research questions, particularly showing how students’ experiences with artmaking affects their stress, regulation, and wellbeing within a rigorous academic environment. RQ1: How does participation in arts-based programs impact students’ stress, anxiety, and wellbeing? Students frequently referenced artmaking as a strategy for emotional regulation and stress relief, suggesting that art provided a calming and grounding experience during periods of stress and academic intensity. The presence of both Stress Relief and Resilience as thematic elements in this study suggests that art served both as a coping mechanism and supported perseverance and growth. 40 RQ2: How do participants describe their emotional and psychological experiences in arts-based programs? Expression and Identity were explored deeply by students participating in the art-making process in the Studio Art classroom. Participants described art as a mode of emotional communication and self-understanding. Students emphasized that art allowed them to articulate their feelings, tell their stories, and explore aspects of themselves that are not typically visible in academic environments, if at all. Creativity and exploration supported the process, allowing for experiences that fostered agency, experimentation, and personal meaning. Together, these findings demonstrate that artmaking supported positive psychological well-being, emotional processing, community building, and personal growth. These findings offer strong evidence that arts-based learning environments can meaningfully support adolescent well-being in academically demanding STEM-focused environments. Discussion This study examined how participation in a high school Studio Art course supported students’ psychological well-being within a rigorous early-college STEM environment. Five themes emerged through data analysis: Identity, Expression, Creativity, Resilience, and Stress Relief. These themes represent not only student experience, but a process through which students used art to understand themselves, communicate experiences, navigate challenges, and regulate emotions. The written archival reflections, current student narratives, and peer critique discussions reinforce the stability and credibility of these themes. Together, they describe a meaningful direction: students located themselves, found language for experiences, experimented, adapted, persisted through difficulty, and finally found a sense of grounding. This 41 suggests that artmaking in academically rigorous environments functions as both a psychological buffer and a developmental space for self-discovery. These findings align with previous research that suggests art and art-based programs improve emotional and psychological well-being, build resilience, foster identity and voice, and support connections with peers and the community (Coholic et al., 2019; Coholic et al., 2020; De La Croix et al., 2011b; Fernandez et al., 2022; Hart, 2024; Stevens et al., 2018; Van Lith et al., 2009). Jorm (2012) found that art-making spaces tend to be places where coping elsewhere felt impossible, like in high-stress, rigorous environments or settings. Research indicates a need for accessible, affordable, and diverse mental-health options that cater to the unique needs of individuals experiencing distinct challenges (Bone, 2018; DeSilva et al., 2014; Duraku et al., 2023; Westerlund et al., 2020). Adolescents already face the challenges of navigating the world around them, and high levels of stress and anxiety due to rigorous academic pressure can exacerbate already difficult circumstances, leading to negative emotions and experiences (Chace, 2013; Hegenauer, 2018; Racela et al., 2022). Notably, the findings of this research study expand on previous literature by suggesting that art and artmaking can offer a sense of positive psychological well-being and reduce stress and anxiety among adolescents participating in a rigorous academic environment, such as an early college STEM program. This study has several limitations that should be considered when interpreting the findings. Because it was conducted within a single early-college STEM high school, in a predominantly White and affluent community, the results lack ethnic and socioeconomic diversity and do not fully represent all educational contexts or student populations. Additionally, student reflections were embedded in course assignments, which may have influenced the tone or depth of engagement due to classroom dynamics and/or a desire to meet instructors' 42 expectations. The archival reflections varied in structure compared to the more formal current dataset, and in-depth analysis was applied only to current student work, limiting direct and deep qualitative comparison across both sets of data. Further, and perhaps most significantly, limitations arise due to my positionality as both the instructor of the course and the researcher of the study. My dual role may have introduced unintentional bias in the way I analyzed the data, interacted with students in the classroom, or how students chose to present their experiences and share their artwork. Although I made a deliberate effort to reduce bias in these instances, there is potential for bias to exist. Despite these limitations, the findings highlight meaningful applications that can be and should be put into practice. Schools should consider arts programs as essential components of student wellness, rather than supplementary electives. Educators can intentionally cultivate environments that prioritize student choice and student voice, emotional safety, and creativity to support psychological well-being, especially in academically rigorous settings. Future research could expand on these findings by comparing outcomes across diverse school types and student demographics. Conclusion This study complements and expands on prior research that affirms that art is not just an optional activity for those who enjoy creativity, but it can be an essential part of adolescent psychological well-being, as it allows for identity exploration, communicative expression, creativity, engagement, persistence resilience, and a sense of relief from stress and anxiety. In a high-pressure academic culture, such as an early college STEM school environment, artmaking provided students with a space to find grounding and connection to themselves and others. These findings suggest that when schools provide students with time, materials, permission, flexibility, 43 and emotional safety to explore who they are, students will not only learn artistic skills and creativity, but schools will also help support students' psychological health in ways that are accessible, inexpensive, inclusive, and destigmatizing. In academically rigorous environments, where high expectations often coincide with high stakes, pressure, and stress, art can serve as a profoundly meaningful and powerful intervention for wellness. 44 References American Psychological Association. (2009). Stress in America 2009: Executive summary. https://www.apa.org/news/press/releases/stress/2009/summary-report.pdf Arshavsky, N., Edmunds, J. A., & Lewis, K. C. (2019). 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