Director of the Graduate Program in Art Therapy, Marygrace Berberian (MA`96) published a study examining how school-based art therapy is currently practiced across the United States and why it has not been widely or consistently implemented. Using survey data from 103 art therapists (plus follow-up interviews), Berberian, along with other authors, identified common features, challenges, and gaps in these programs.
Key findings:
- Highly variable models: Art therapy in schools differs widely in setting, delivery (individual, group, classroom), and structure, often depending on local conditions rather than standardized guidelines.
- Limited and uneven implementation: Compared to other school-based professions and international examples, art therapy is underdeveloped in the U.S., with only a small proportion of therapists working in schools.
- Barriers to expansion: Major obstacles include inconsistent state licensing rules, lack of stable funding, weak policy support, and limited recognition of art therapy as a formal service (often mislabeled as “counseling”).
- Work conditions: Therapists often work in isolation, across multiple schools, with high caseloads and limited supervision—frequently serving students with significant emotional or behavioral needs.
- Collaboration is critical but inconsistent: Strong partnerships with teachers, administrators, and parents improve effectiveness, but many therapists lack opportunities for collaboration or professional development.
Overall conclusion:
School-based art therapy in the U.S. is fragmented and constrained by systemic barriers. The authors argue that clearer policies, better funding, stronger advocacy, and increased collaboration are necessary to expand and standardize services nationwide.
