A Meta-Analysis of the Effectiveness of Art Therapy in Educational Systems and Schools for Preventing Adolescents’ Social Harms

Abstract

This study aimed to estimate the overall effect size of school-based art therapy and examine its effectiveness in preventing and reducing psychosocial and social harms among adolescents. A meta-analytic approach was employed to synthesize experimental, quasi-experimental, and controlled studies evaluating art therapy interventions delivered to adolescents in educational or school-related settings. Eligible studies were systematically identified through major academic databases and screened based on predefined inclusion criteria. Effect sizes were calculated and pooled using a random-effects model, and additional analyses assessed heterogeneity and subgroup differences related to intervention characteristics. The meta-analysis revealed that school-based art therapy produced statistically significant small-to-moderate effects on reducing depressive symptoms and anxiety, and on improving emotion regulation among adolescents. Significant but smaller effects were also observed for outcomes associated with behavioral risks and indicators linked to substance use vulnerability. Interventions of medium to longer duration demonstrated stronger effects than short-term programs, and interventions integrated with school counseling services showed enhanced effectiveness. The findings support art therapy as an effective and developmentally appropriate school-based intervention for promoting adolescent mental health and preventing psychosocial risks, highlighting its potential role within comprehensive educational mental health programs.