Incorporating arts education can be a valuable intervention for students in an urban setting. Teaching through the arts can act as an initial, Tier One intervention, for students who exhibit disruptive behaviors in the classroom, due to trauma, as well as benefit the overall classroom culture. The arts curriculum has a restorative power that allows students to learn social-emotional regulation skills, bodily-awareness, and expression.
Some students come to school, particularly in an urban environment, coping with traumatic experiences. The reality of their daily lives may have an affect on them, emotionally and socially. Art education may serve as an outlet for emotional expression by helping students learn how to self-regulate. Emotions from trauma may surface in the classroom as disruptive behaviors such as defiance, self-harm, elopement, that is, running away from their classroom or school setting, or aggression.
Veelman, Anna M.
"LITERATURE REVIEW ON INTERVENTIONS FOR DISRUPTIVE BEHAVIOR,"
Scholarship and Engagement in Education: Vol. 1
, Article 9.
Available at: http://scholar.dominican.edu/seed/vol1/iss1/9