I facilitated an art workshop with a group of seventh-grade girls who were struggling with the transition into middle school. Many of the girls shared feelings of self-doubt, social anxiety, and pressure to fit in. Several were navigating shifting friendships, peer conflict, and growing insecurities about their appearance, academic abilities, and sense of belonging. For some, middle school felt like a sudden loss of safety and predictability, and they expressed feeling invisible, misunderstood, or “not good enough.” 

For this workshop, we used the Claiming Who I Am activity, which invites participants to release negative messages they have internalized and create an art piece that celebrates their identities and strengths. At first, many of the girls hesitated when asked to name positive things about themselves. Several wrote down the negative labels they had heard. The messages were acknowledged, then symbolically released, making space for new words to emerge. 

Slowly, their art transformed. Bright colors, hearts, flowers, and meaningful symbols filled their pages. Girls began writing affirmations such as “I am enough,” “I am strong,” “I am kind,” and “I deserve to take up space.” One student paused, looked at her artwork, and quietly said, “I didn’t know I had this many good things about me.” Another shared, “People don’t see me like this, but I want to start seeing myself this way.” 

By the end of the workshop, the room felt noticeably lighter. Girls sat taller, shared their artwork more confidently, and began complimenting one another’s creations. One student said, “I’m going to hang this in my room so I remember who I am.” In the weeks that followed, teachers reported that several of the girls appeared more confident in class and more willing to advocate for themselves.