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The impact of artists in schools on mental health and wellbeing


Liz Hill Director at Daisi


Daisi is an arts education charity whose vision is for every child to access the exceptional, inspirational, life–changing power of the arts.


Understanding that arts participation supports young people’s mental health and wellbeing is at Daisi’s core. Daisi’s first project over 25 years ago, Groundswell, responded to the local community’s call to address the squeeze on the arts curriculum in schools. Partnering with 160 schools and 60 artists, Groundswell researched different patterns of artist and art–form involvement, to reflect upon the question – why is it a good thing for artists to work in schools?


The research looked at patterns of artistic process (student and artist activity) and outcome (experiences gained). Pupils being in direct contact with an artist and that artist’s work engages them in moving between different roles: maker, performer (painter, writer etc.), audience, critic. This helps pupils see how one part of the artistic process relates to another.


In bringing an artist into the equation the process also takes on a new dimension – live cultural interaction. Through these experiences pupils gain unique learning, personal and social development outcomes.


For example, a change in ethos: the memorable feeling and ‘buzz’ from doing something additional to normal routine, the celebratory element, and pupils seeing the artist in a more equal, co–working relationship with them. The challenge of the real: presenting to real audiences greatly sharpens the sense of purpose.


“I enjoyed doing it because it was fun and hard.”


These things build real confidence, strengthening belief in your ideas and in your individuality as valid and valued.


The pleasure of inclusive collaboration: increases social confidence and co–operation skills. Gains in cultural knowledge: including encounters with unfamiliar cultures, or freeing– up of attitudes about what art can and cannot be. This ultimately helps pupils to make more connections about the world around them, and may have the knock–on effect of encouraging arts attendance beyond school (galleries, theatres, participatory groups) – including at times in their lives when they most need its health and wellbeing benefits.


The experience of creativity: using the imagination, discovering problems, using ingenuity to find solutions. Taking risks, being adventurous, crossing curriculum boundaries, and embracing unpredictability. All of this helps pupils with their


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