Arts Flow Activities as Preventive Interventions for Stress and Anxiety in Children
A. Argyriadi, A. ArgyriadisIntroduction
Stress and anxiety during childhood are linked to long-term risks of psychopathology if unaddressed. School-based interventions are increasingly recognized as effective preventive strategies. Arts Flow Activities, inspired by Csikszentmihalyi’s Flow Theory, integrate creative expression and movement to foster resilience and emotional regulation.
Objectives
To explore the feasibility and impact of Arts Flow Activities on stress reduction and emotional well-being in children through an in-depth case study design.
Methods
A qualitative case study was conducted with a class of 25 primary school children (ages 9–10) in a community school. Over eight weeks, weekly sessions involving art, storytelling, and movement were implemented. Data collection included classroom observations, semi-structured interviews with teachers, and reflective journals from participating children. Thematic analysis was applied to identify patterns of change in emotional regulation, engagement, and stress expression.
Results
Findings highlighted reduced signs of stress in classroom interactions, improved peer collaboration, and reports of positive emotional experiences among children. Teachers observed enhanced self-regulation and greater participation during academic tasks. Children described sessions as enjoyable, calming, and a source of confidence.
Conclusions
The case study provides preliminary evidence that Arts Flow Activities can promote resilience and reduce stress in children. This experiential, creative approach may be integrated into preventive school-based mental health programs. Future research should expand with multiple case studies and mixed-method evaluations to assess broader applicability and outcomes.
Disclosure of Interest
None Declared