This study investigated the effects of art therapy on low achieving elementary school students. 2 low
achieving students, one in the 5th and the other in the 6th grade living in an urban setting participated in
the study. The participants received art therapy individually, which ran for 18 sessions, once a week, each
session 90 minutes long. The instruments for this study were the school adaptation factors from the
multi-dimensional personality test and the learning activity factors from the learning ability test. These
instruments were administered before and after the therapy. The participants were observed during the
session and the changes detected in their behavior related to their school adaptation and learning activities
were recorded and analyzed. First the study found that art therapy improved the participants' school
adaptation. The subcategories of the school adaptation factors including the satisfaction degree of school life,
that of peer relationship, and that of school learning showed an increase in scores, an indication that the
therapy helped the participants achieve their goals and make positive change with their school adaptation.
Second, art therapy improved the participants' learning activities. The subcategories of the learning activity
factors including concentration, memories, executive skills, and motivation in learning showed an increase in
scores, an indication that the therapy helped the participants achieve their goals and make positive change
with their learning activities. These findings suggest that art therapy was effective in improving the school
adaptation and learning activities of low achieving elementary school students.