As we step into the third week of school, it has been wonderful to see our children growing with confidence and joy across every part of our community. From our youngest learners discovering the world with curiosity, to Year 1 Tigers starting new adventures, to our Secondary students building strong skills in English and beyond, each class has begun the year with energy and excitement. At the same time, our Art teacher has shared research on art therapy, reminding us how creativity can support children’s resilience and well-being. We look forward to seeing more of these meaningful moments as the school year unfolds.

Pre-Nursery: Three Weeks of Tiny Triumphs!

Dear Parents,

We’ve just completed our first three weeks together in Pre-Nursery, and what a journey it has been! The start was filled with big emotions and new adjustments, but we are so proud to share that your little ones are taking small but meaningful steps every day. Their growing curiosity is shining through, and it’s been heartwarming to watch them explore, learn, and laugh together.

Over the past two weeks, our classroom has been buzzing with exciting, hands-on activities designed to nurture early learning in joyful ways. The children went on scavenger hunts, created beautiful crafts, and had a blast during our balloon dance party! We also introduced early numeracy by exploring the number one through playful tasks like Q-tip painting and color-sorting activities.

In addition, we’ve been learning about emotions through fun, interactive games and discovering the parts of the face—our silly potato head friend brought lots of giggles! Each activity has been carefully planned to encourage creativity, confidence, and connection.

We are so proud of our Pre-Nursery learners and look forward to more adventures together. Thank you for your continued support as we take these first exciting steps in learning.

A Roaring Start for the Year 1 Tigers

The new school year has begun, and the Year 1 Tiger class has leapt straight into learning with excitement and energy. During the first week, the Tigers had a special “meet and greet”with the Year 1 Lion class. It was a wonderful opportunity for both classes to get to know each other, exchange friendly introductions, and begin building the friendships and teamwork that make our school community so special.

Alongside the fun of meeting new friends, the Tigers also completed their baseline assessments. These activities help teachers learn more about each student’s strengths and areas for growth so that lessons can be designed to support everyone’s progress. The Tigers worked with great focus and showed just how ready they are to shine in Year 1.

We also began exploring our first science unit, Trying New Things. This theme couldn’t be more perfect for the start of school! Just as scientists experiment and investigate, the Tigers are trying out new routines, learning strategies, and creative ways to share their ideas. From hands-on activities to group discussions, our class is already showing a spirit of curiosity and bravery in learning.

With their enthusiasm, determination, and teamwork, the Year 1 Tigers are off to a fantastic start. It’s clear that this school year will be full of discovery, growth, and plenty of fun adventures!

Lower Secondary ESL: Our First Two Weeks in Review

Our first two weeks in the ESL classroom laid a solid foundation within the Cambridge ESL framework, balancing listening, speaking, reading, and writing.

In listening and speaking, students practiced identifying main ideas and details, improved pronunciation, and natural intonation through pair and small-group discussions. Reading and viewing focused on strategies like skimming for the gist, scanning for specifics, and predicting what comes next using accessible texts to build confidence. In writing, learners began composing simple, grammatically correct short paragraphs that focused on detailed descriptions.

Week two highlights show steady progress: students applied comprehension strategies to shorter passages, joined speaking rounds about hobbies and daily routines, and improved note-taking during listening tasks. Vocabulary development centered on core words related to everyday actions, school life, and family, reinforced through spaced practice. Foundational grammar—present simple tense, subject–verb agreement, and basic yes/no question formation—helped learners express ideas more clearly in speech and writing.

Special recognition goes to Prince, Year 8, for leadership in group discussions and mentoring during a paragraph-building activity. Shawn, Year 7, has shown commendable consistency in listening and note-taking, producing concise summaries to share with the class. Looking ahead, we will describe people and places, talk about languages and culture, and introduce a range of future tense forms.

Art Therapy for Children in Challenging Environments: Easing Stress and Supporting Emotional Well-Being

Children who grow up in difficult environments—whether facing family conflict, displacement, illness, or overwhelming academic pressure—often carry psychological and physiological stress that affects their development. Such children frequently struggle with anxiety, irritability, and difficulty concentrating. Art therapy provides a unique pathway for addressing these challenges.

Unlike a standard art class, art therapy is a structured therapeutic process led by trained professionals, in which creative expression becomes a vehicle for healing and regulation.  Emerging scientific evidence supports its effectiveness in improving mood, reducing stress, and enhancing resilience.

The Science Behind Art Therapy

Art therapy engages both the body and the brain. On a biological level, several studies have demonstrated reductions in cortisol—the primary stress hormone—after even brief artmaking sessions. For example, Kaimal et al. (2016) reported significant decreases in cortisol following just 45 minutes of visual art creation, highlighting art’s ability to calm the body’s stress response. Similarly, Yount et al. (2013) found that hospitalized children showed reduced cortisol levels after expressive arts therapy compared to standard care. These findings suggest that artmaking helps regulate the body’s stress systems.

Beyond physiology, art also influences emotional and cognitive processes. Haiblum-Itskovitch et al. (2018) measured heart rate and emotional self-reports during drawing and painting, observing calmer affect and measurable changes in autonomic arousal. Meta-analyses further support the role of art therapy in reducing anxiety and improving emotional regulation in children and adolescents, especially those exposed to trauma or chronic stress (Braito et al., 2021; Zhang et al., 2024).

Mechanisms of Healing

The benefits of art therapy for children in hard environments  arise through several mechanisms. First, externalization allows children to “put the problem on the page.” Drawing or painting creates psychological distance from distressing experiences, giving them a safe space to process emotions. Second, bottom-up regulation occurs through repetitive, soothing motor actions such as coloring, shading, or tracing, which calm the nervous system and reduce arousal. Third, mastery and agency are restored as children create tangible works of art. Producing something unique fosters a sense of competence and control, vital for those who often feel powerless in their daily lives.

Neurographic Drawing as an Example

One structured art method gaining attention is Neurographic drawing (also called Neurographica®). Developed by Pavel Piskarev in 2014, this technique involves creating flowing, intersecting lines, rounding sharp angles, and gradually filling the drawing with color. The repetitive and mindful nature of the process can have a meditative effect, supporting calmness and self-reflection.

Although peer-reviewed research on Neurographica itself is limited, the method fits within a broader family of mindfulness-based art interventions, which have shown positive outcomes in reducing anxiety and improving emotional stability among students (Zhu et al., 2025). As such, Neurographic drawing can be used as a practical, low-cost activity in schools, clinics, or community programs, particularly when delivered by trained art therapists.

Conclusion

Art therapy offers children a powerful tool for resilience in the face of adversity. By reducing biological stress markers, calming emotional states, and restoring a sense of control, artmaking provides an accessible pathway for healing. While more research is needed on specific techniques such as Neurographic drawing, the growing body of scientific evidence supports art therapy as an effective intervention to help children navigate harsh environments with greater emotional balance and well-being.

References

Braito, I., Huber, C., Meinhardt-Injac, B., Romer, G., & Plener, P. L. (2021). A systematic review of art psychotherapy and art therapy in children and adolescents. BJPsych Open, 7(3), e84.

https://doi.org/10.1192/bjo.2021.63

Haiblum-Itskovitch, S., Goldman, E., & Regev, D. (2018). Examining the role of art materials in the creative process: A comparison of artmaking in drawing and painting. Frontiers in Psychology, 9, 2125.

https://doi.org/10.3389/fpsyg.2018.02125

Kaimal, G., Ray, K., & Muniz, J. (2016). Reduction of cortisol levels and participants’ responses following art making. Art Therapy, 33(2), 74–80. https://doi.org/10.1080/07421656.2016.1166832

Yount, G., Rachlin, K., Siegel, J. A., Lourie, A., & Patterson, K. (2013). Expressive arts therapy for hospitalized children: A pilot study examining cortisol levels. Children, 5(2), 7–18. https://doi.org/10.3390/children5020007

Zhang, B., Wang, Y., & Chen, Y. (2024). Art therapy for anxiety in children and adolescents: A systematic review and meta-analysis. The Arts in Psychotherapy, 86, 102001. https://doi.org/10.1016/j.aip.2023.102001

Zhu, Z., Li, Y., & Chen, H. (2025). Mindfulness-based art interventions for students: A meta-analysis. Frontiers in Psychology, 16, 1412873.

https://doi.org/10.3389/fpsyg.2025.1412873