Creative tools for building emotional literacy and resilience amongst children in Newham, London (Follow-on to AH/V015613/1 - Far Apart UK)
Lead Research Organisation:
Queen Mary University of London
Department Name: Drama
Abstract
Ensuring young people develop mental health resilience is a global priority that has become more acute because of the Covid-19 pandemic, which has adversely affected children, young people and their carers. Mental health distress often appears early in the life course, making the availability of effective interventions that children can take forward into adulthood an urgent priority.
The original research demonstrates that creative exercises and activities build a sense of resilience and encourage learning around mental health. It also demonstrates the young people are actively seeking better conversations and resources about how they can understand and support their mental health.
Engaging young people in different art forms and practices can support them to regulate emotions, improve communication and social skills, build stronger relationships, and become more resilient. All of these factors contribute to helping young people reduce stress levels and minimise the risk of developing mental health disorders. Artistic interventions are an untapped resource that can be relatively straightforward to deliver, as well as fun, versatile and inclusive rather than formal and stigmatising for young people.
Schools provide a unique environment to support children in the prevention of mental health difficulties and to deliver creative activities. Yet, delivering school-based mental health interventions and incorporating these into the curriculum can be burdensome to teachers.
Building on our findings across a portfolio of original research - 'Far Apart UK' (AH/V015613/1), 'Building Resilience'/'OLA' (MR/S03580X/1) and 'Far Apart but Close at Heart' (AH/V006517/1) - we will develop and pilot a programme of creative participatory tools that can be used independently by teachers, with minimal preparation, to support mental health literacy and resources for recovery from mental distress in primary schools in the UK. This Follow-On proposal would support the development and piloting of a set of workshops in three primary schools in one of London's most under-served Boroughs, leading to the creation of a toolkit of exercises that artists and primary school teachers across the UK can deliver to extend the impact of the project.
The original research demonstrates that creative exercises and activities build a sense of resilience and encourage learning around mental health. It also demonstrates the young people are actively seeking better conversations and resources about how they can understand and support their mental health.
Engaging young people in different art forms and practices can support them to regulate emotions, improve communication and social skills, build stronger relationships, and become more resilient. All of these factors contribute to helping young people reduce stress levels and minimise the risk of developing mental health disorders. Artistic interventions are an untapped resource that can be relatively straightforward to deliver, as well as fun, versatile and inclusive rather than formal and stigmatising for young people.
Schools provide a unique environment to support children in the prevention of mental health difficulties and to deliver creative activities. Yet, delivering school-based mental health interventions and incorporating these into the curriculum can be burdensome to teachers.
Building on our findings across a portfolio of original research - 'Far Apart UK' (AH/V015613/1), 'Building Resilience'/'OLA' (MR/S03580X/1) and 'Far Apart but Close at Heart' (AH/V006517/1) - we will develop and pilot a programme of creative participatory tools that can be used independently by teachers, with minimal preparation, to support mental health literacy and resources for recovery from mental distress in primary schools in the UK. This Follow-On proposal would support the development and piloting of a set of workshops in three primary schools in one of London's most under-served Boroughs, leading to the creation of a toolkit of exercises that artists and primary school teachers across the UK can deliver to extend the impact of the project.
| Description | Workshops successfully engaged students and demonstrated positive impacts on their confidence, emotional literacy, and self-awareness. Teachers and facilitators observed meaningful changes in students' behavior, confirming that the workshops met their intended goals. The strong positive feedback suggests that this approach could be scaled up and introduced in schools across the UK. Key Outcomes: Boost in Confidence: Students reported feeling more confident after participating in the workshops. Teachers and facilitators also noticed increased student engagement and willingness to express themselves. Emotional Literacy & Self-Expression: Students' artwork and feedback (examples in the Appendix) indicate that they grasped key concepts from the sessions. Over time, they were better able to articulate their emotions and even expanded their vocabulary. Engagement & Enjoyment: The majority of students found the workshops fun, relatable, and valuable in helping them learn about themselves. Teachers and facilitators noted that activities were both engaging and accessible, making learning feel natural and enjoyable. Workshop Strengths: Inclusive Activities: Non-verbal activities, such as drawing and movement-based exercises, proved especially effective for students who were shy or less verbal. The variety of activities ensured that different learning styles and communication preferences were accommodated. Popular Games & Exercises: Certain games, like Buzzy Bees, were particularly well received, with students requesting to play them again. Activities such as Creative DNA, Mild or Wild, and the Colour Wheel encouraged students to talk about themselves in a way they enjoyed. Supportive Environment: Facilitators created a safe and encouraging space by validating students' contributions and allowing them to take breaks when needed. This respectful approach helped students feel appreciated and comfortable participating at their own pace. |
| Exploitation Route | The outcomes of this project demonstrate strong potential for broader application, both within schools and beyond. Several key areas for further use and development include: 1. Scaling to More Schools Across the UK - The workshops' success suggests they could be implemented in more schools, helping students develop confidence, emotional literacy, and self-awareness on a larger scale. - Schools could integrate these workshops into existing well-being, PSHE (Personal, Social, Health, and Economic education), or arts-based programs to enrich student learning. 2. Training for Teachers and Facilitators - The methods and activities developed can be shared with teachers, youth workers, and mental health professionals, equipping them with tools to foster emotional development in young people. - A training program or resource pack could be created, allowing educators to facilitate similar workshops independently. 3. Incorporating Non-Verbal Learning Strategies - The success of non-verbal activities (such as drawing and movement-based exercises) suggests they could be adapted for neurodiverse students or those who struggle with verbal communication. - Schools and youth organisations could integrate these techniques into their inclusive education strategies. 4. Developing a Toolkit for Wider Use - A digital toolkit have been drafted and could be further developed. It includes lesson plans, activity guides, and video demonstrations, making it easier for other schools and community groups to adopt the approach. - This resource could be made available online or through educational networks, ensuring accessibility for a wide audience. 5. Expanding to Other Contexts - The workshop model could be adapted for different age groups, including early years education and secondary schools. - Beyond schools, the approach could be used in youth clubs, mental health programs, or community projects that focus on emotional well-being. Conclusion By building on these outcomes, the methods developed through Project BRIDGES can have a lasting impact beyond the initial workshops. Through scaling, training, and resource-sharing, this approach could support more young people in developing confidence, self-expression, and emotional awareness in an engaging and accessible way. |
| Sectors | Communities and Social Services/Policy Education Healthcare |
| Description | The findings from this project have led to significant non-academic impacts, particularly for the artists facilitating the workshops and the teachers who observed them. For the artists, the experience provided valuable opportunities to refine their skills in youth engagement, creative education, and arts-based facilitation. Many deepened their understanding of how artistic expression can support emotional literacy and self-awareness in young people, with some even adapting their own artistic practices to incorporate new methods of interaction and non-verbal communication. For teachers, observing the workshops offered new insights into alternative teaching approaches, particularly in fostering student self-expression, confidence, and emotional intelligence. They noted that they saw students engaging in ways not previously observed in traditional classroom settings, reinforcing the value of creative, student-led learning. Additionally, teachers found the facilitators' approach-encouraging participation while respecting students' boundaries-to be an effective strategy they could apply in their own teaching practice. |
| First Year Of Impact | 2024 |
| Sector | Education |
| Impact Types | Societal |
| Description | Collaboration with London Borough of Newham |
| Organisation | London Borough Of Newham |
| Country | United Kingdom |
| Sector | Public |
| PI Contribution | Our team designed the project framework, ensuring it aligned with educational and artistic goals. We also provided training for artist facilitators, equipping them with the necessary skills to engage students, address the mental health related topics and integrate creative methods into their facilitation. Additionally, we maintained ongoing dialogue and liaison with schools, coordinating logistics and aligning workshop content with school needs. |
| Collaborator Contribution | Our partners, the London Borough of Newham, advertised the study, helping to reach a wider audience and attract participants. They also facilitated the initial connection with schools, ensuring smooth engagement and collaboration with educators. Finally, they are set to partner in the final event, contributing to its planning and execution to showcase the project's outcomes and impact. |
| Impact | - Successful delivery of workshops in schools, engaging students in creative activities that enhanced their confidence, emotional literacy, and self-expression. - Increased teacher awareness of alternative, creative approaches to fostering student well-being and engagement. - An upcoming final event (still to take place), where partners will showcase project outcomes and share insights with a broader audience. |
| Start Year | 2023 |
| Description | Happy Holidays |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | A happy holidays greeting from PPP and PPPdoBrasil to all mailing list members to thank them for ongoing interest and maintain engagement |
| Year(s) Of Engagement Activity | 2024 |
| URL | https://preview.mailerlite.com/f2a7r2c2s7 |