I am a Psychiatric Social Worker for two elementary schools, supporting the mental health and wellbeing of children from Pre-K through 5th grade. My role also extends to the adults on campus—teachers, administrators, and support staff.
The teachers in our schools come from diverse ethnic backgrounds. Many grew up in single-parent or multigenerational households, often as children of immigrants..
Our principal had shared that the teachers were feeling burnt out and so I hosted a professional development art workshop for 26 teachers. I decided to make this meeting a break from the usual district-mandated topics and Instead, planned a fun and meaningful art activity. I chose the “Personal Needs Flower” art workshop with the aim to provide teachers with an opportunity to reflect on their own needs, something that often gets overlooked in their busy lives. Using materials like crayons, scrap paper, and glue, the art activity encouraged them to think about their wellbeing in a tangible and creative way.
As the workshop progressed, I noticed varying levels of engagement and some teachers struggled to immerse themselves in the activity. However, even those who didn’t participate fully were able to observe their colleagues’ creations and reflect on the process. Many teachers expressed gratitude for the intentional space to focus on themselves. Some even shared their reflections with the group, noting how rare it was to take this kind of time for personal care.
Several mentioned they were excited to adapt this activity for their students, seeing its potential for classroom use. I shared additional prompts that could help students explore their support systems, self-regulation techniques, and personal treasures at home.
We also discussed ways the art could extend beyond the workshop. Teachers who completed their Personal Needs Flowers expressed pride in their work, with some planning to display their creations in their classrooms or offices as daily reminders of self-care.
The atmosphere in the room noticeably shifted by the end of the session. The tension had eased, replaced by a sense of relief and connection. Teachers were eager to explore similar activities with their students, and many approached me about facilitating healing art workshops for their classes. The workshop provided the teachers with a much-needed break while inspiring continued creativity and care within the school community.
After the workshop, a few teachers shared how they had integrated the art activity into their personal and professional lives. Some kept their art near their desks as a reminder to prioritize their minds, bodies, and souls. Others showed their students their creations, modeling self-care and inspiring classroom discussions.
