DOI
https://doi.org/10.25772/RP8J-NV18
Defense Date
2025
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Art Education
First Advisor
Dr. Lillian Lewis
Abstract
Mental health concerns and the need for mental health resources for high school students continue to rise in Virginia. Some of the reported benefits to the current mental health services and resources offered in Virginia schools are increased academic outcomes, attendance, and positive behaviors. The reported barriers to current mental health services and resources are lack of participation, lack of training, time constraints, funding, and resources. This explanatory sequential mixed methods study examined high school teachers’ perspectives on the benefits and barriers to incorporating mindful artmaking in their classrooms as a mental health resource at a local high school. This research is significant, because it increased teachers’ awareness of the benefits to mindful artmaking at a local high school. This study is important to the field of education, because it raised awareness to tier one services and supports by providing teachers with ways to incorporate mental health supports in their classrooms through mindful artmaking. The main significance of this study is it addresses a crucial gap in existing research of high school teachers’ perspectives on the benefits and barriers to incorporating mindful artmaking in their classrooms as a mental health resource.
Rights
© The Author
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
5-5-2025