Abstract
This collaborative autoethnography explores the experiences of two art therapists who designed and implemented art therapy programs for achievement gaps in schools in Korea. We gathered autoethnographic data and contextualized information within the socio-cultural and institutional framework of Korean society. Four discussion points emerged: (1) The inherent societal and cultural values of school art therapists and their impact in the therapy room, (2) The reconceptualization of the role of art therapy within the school, (3) The necessity for art therapists to demonstrate flexibility and creativity, (4) The recognition of establishing a support system for school-based art therapists. This experiential research provides a multifaceted understanding of art therapy within the Korean school context and offers practical insights based on our experiences.
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