Art therapy in the Israeli education system–a qualitative meta-analysis

Sharon Snir, Dafna Regev, Vered Keinan, Hiba Abd El Kader-Shahada, Abir Salamey, Dalia Mekel, Debi Melzak, Hadeel Daoud, Anat Green-Orlovich, Irit Belity, Maisa Alkara

Research output: Contribution to journalArticlepeer-review


Nine studies involving 131 interviews were conducted between 2013 and 2015 with female art therapists, supervisors, counsellors, teachers and school principals in the Arab and Jewish educational systems on the state of art therapy in the Israeli school system. This article presents a qualitative meta-analysis of these studies to provide an up-to-date comprehensive picture of the integration of art therapy in the Israeli education system. It also addresses zones of conflict between the therapeutic and educational approaches. The advantages and disadvantages of integrating art therapy into the education system are discussed in parts 1 and 2. Part 3 details the recommendations emerging from the interviews. Part 4 summarises the problems and conflicts. The discussion examines these findings in the light of the Guidelines for Teaching Staff From the Health Professions and Creative Arts Therapists Who Work in the Education System, published by the Israel Ministry of Education in 2015.

Original languageEnglish
Pages (from-to)169-179
Number of pages11
JournalInternational Journal of Art Therapy: Inscape
Issue number4
StatePublished - 2 Oct 2018

Bibliographical note

Publisher Copyright:
© 2017, © 2017 British Association of Art Therapists.


  • Art therapy
  • education system
  • qualitative meta-analysis

ASJC Scopus subject areas

  • Rehabilitation
  • Clinical Psychology


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