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Embedding arts therapies (ie music, drama, dance movement and art therapy) within the educational system may contribute to address children’s emerging needs and result in a positive impact on their wellbeing, bridging the gap between health and education. However, research in this area remains limited in scope and size, with evidence of effectiveness not yet firmly established. Furthermore, children’s perspectives are not taken to heart, relying heavily on either the views of therapists, teachers, or parents.

This study attempted to fill this gap through a two-staged design. The first stage consisted of a systematic review that aimed to identify, appraise and synthesise the evidence relating to child-reported outcomes of arts therapies. This review included seven studies and 358 participants. The findings informed the development of the second stage; a pilot cross-over randomised controlled study investigating the process and outcomes of an arts therapies intervention delivered to 62 children with mild emotional and behavioural difficulties. The most important outcomes identified were: emotional regulation; self-confidence; positive appraisal of health and perceived quality of life; positive relationships; and reduced stress. Links were made with positive psychology as well as self-determination and self-actualisation theories.