The development of art course module for high school students with emotional problems in China

Abstract

Emotional problems, including stress, anxiety, depression, and social avoidance, are increasingly prevalent among high school students. If left unaddressed, these issues can escalate into severe mental health problems with long-term consequences. This study aims to develop and evaluate an innovative Art Course Module (ACM) specifically designed to address the emotional problems faced by Chinese high school students. The ACM aims to help Chinese high school students understand and manage emotional problems like stress, anxiety, and low self-esteem through art practice, grounded in art education and emotional regulation theories. It focuses on creating a structured module that aligns with expert recommendations and student needs.The primary objective of the ACM is to enhance students’ emotional well-being and equip them with effective coping mechanisms through art education. The research employed a three-phase Design and Development Research (DDR) model. In the initial needs analysis phase, semi-structured interviews and focus group discussions with students and teachers were conducted to identify the key emotional problems and underscore the necessity for a targeted intervention. These insights guided the design and development phase, where hands-on creative activities were integrated into a flexible, mixed-format art course. The module emphasized emotional expression and coping strategies, with expert feedback collected through the Fuzzy Delphi Method (FDM) to ensure its relevance and effectiveness. In the final evaluation phase, the Nominal Group Technique (NGT) was utilized to validate the module’s usability and impact. The results demonstrated that the ACM could significantly improved students’ emotional awareness and coping skills, with participants strongly endorsing its usability. This study contributes to the field by developing a tailored art curriculum that goes beyond traditional art education to prioritize emotional well-being. The ACM serves as a valuable resource for teachers and school administrators, enabling them to address students' emotional needs through creative and artistic methods. The findings highlight the potential of art education as a crucial component of mental health support in schools, advocating for policymakers to allocate resources and provide specialized training for art educators. Ultimately, the ACM aims to foster a supportive educational environment that promotes students’ holistic development and emotional resilience.