Calm through creativity: Embedding daily creative habits to foster emotional regulation and wellbeing in primary classrooms

Daisy Bethan Wilson, Institute of Education and Humanities, University of Wales Trinity Saint David, UK Addressing readiness to learn  UK schools are increasingly impacted by the escalating mental health crisis affecting both pupils and teachers (Teach First, 2024). A concerning one in six children in the UK are reported to experience a diagnosable mental health condition (Health and Care Research Wales, 2024); consequently, teachers are increasingly confronted with the need to manage severe emotional dysregulation and anxiety within the classroom (TES Magazine, 2024). This is compounded by the fact that nearly half of teachers report negative impacts on their own mental health due to unmanageable workloads (National Education Union, 2023). This case study explores whether a simple, embedded creative routine could offer a low-burden, inclusive approach to supporting emotional regulation and readiness to learn within a mainstream classroom. Context The following research took