Creative pathways: Leveraging the arts for psychological well-being and educational access in areas of high deprivation

This project explored how creative pathways through the arts can enhance psychological well-being andeducational access for children in areas of high deprivation. Collaborating with six primary schools (circa 200 pupils)in city centre areas of the Northwest of England and Latin American arts organisation Luma Creations, weintegrated arts-based activities into the school curriculum. Deprivation health refers to the inequalities in income,employment, education, health, crime, housing, and living environment that hinder healthcare access andoutcomes for children. Our aim was to foster self-expression, emotional resilience, and a sense of belonging amongpupils while addressing the challenges posed by deprivation health.Creative outputs—including a tree of life, a giant hummingbird constructed from sustainable materials, acollaborative rug showcasing the children's artwork, and a poem reflecting on sustainability—engaged pupils in collective meaning-making. These activities allowed them to connect with their emotions, develop problem-solving skills, and cultivate an understanding of community and environmental stewardship. The 12-item Stirling Children’s Well-being Scale (SCWBS), developed by the Stirling Council Educational Psychology Service (UK), was employed as a holistic, positively worded measure of emotional and psychological well-being in children. This allowed us to track pupil well-being through measuring positive outlook and emotional state, with an adaptation to include statements about the ability to read and express feelings and seek help. Pupils completed this simple questionnaire before and after the programme, supervised by class teachers. Our methods captured both whole-class changes and individual impacts, providing a broader picture of how children relate to one another and take responsibility for their collective well-being. The project highlights the significant findings from these arts interventions, highlighting their role in shaping self-perception, emotional regulation, and educational aspirations, thereby offering a model for integrating the arts into educational settings to foster resilience and aspiration.