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Abstract
ABSTRACTBackgroundArt has long been recognised as a powerful medium for self‐expression, emotional healing and stress reduction. In the context of academic stress, creative art‐based interventions provide students with non‐verbal outlets to process emotions and build resilience.AimThis pilot study aimed to evaluate the effectiveness of two art‐based therapeutic techniques ‐ scribbling and gratitude mandala colouring ‐ in reducing academic stress among undergraduate students.MethodA total of 51 undergraduate students (both male and female) from Salesian College, Siliguri, participated in this pre‐ and post‐intervention pilot study. The Academic Stress Scale, developed by Jain and Dikshit, was administered before and after the 4 week intervention. Participants engaged in weekly 1‐h sessions featuring intuitive scribbling, scribble swap, self‐gratitude and family gratitude mandala colouring, with weekly assignments. Feedback was collected after each session to capture participants' reflections.ResultsResults showed a significant reduction in academic stress levels post‐intervention (t = 3.44, p < 0.001), with a decrease in mean stress scores from 98.70 (SD = 8.96) to 90.35 (SD =13.75). Participants reported increased mindfulness, improved concentration, a sense of relaxation and strengthened relationships with family members.ConclusionThe techniques enabled creative expression without fear of judgement, fostering self‐assurance and better coping mechanisms. This study highlights the potential of art‐based interventions addressing academic stress in higher education.
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