During our facilitated “Bucket List: Winter Break Edition” art activity, a small group of high school students were invited to creatively explore what self-care and connection could look like for them over the two-week holiday break. As counselors, we intentionally acknowledged that breaks from school are not always joyful or restorative experiences for all students, particularly for those in foster care or navigating unstable home environments. By naming this reality, we created space for honesty and validation rather than assuming excitement around time off.

Through a combination of visual art and written reflection, students designed personalized “bucket lists” that included small, achievable goals such as reaching out to a trusted adult, journaling when feeling overwhelmed, spending time outdoors, or identifying a safe place they could go if needed. The creative process allowed students to express both hopes and worries. Some incorporated colors and symbols to represent calm or community, while others focused more on writing their intentions.

The art journey felt especially meaningful because it blended preparation with empowerment. Rather than leaving for break without structure, a student expressed gratitude for the reminder of their coping tools, support systems and personal goals. It reinforced the message that even when circumstances feel uncertain, they have agency, resources and caring adults who want them to feel safe and supported.