Diana Coholic, a full professor at Laurentian University's School of Social Work, has spent her career developing and implementing her innovative arts-based mindfulness program that is transforming the educational landscape for elementary-age students. With a career spanning over two decades, Dr. Coholic's research has improved the mental well-being of thousands of students in the region.
Dr. Coholic's research focuses on the benefits of integrating mindfulness techniques with artistic expression to foster resilience and well-being among children. Her program, the Holistic Arts-Based Mindfulness Program (HAP), offers a 12-week curriculum that combines various art forms such as drawing, painting, clay work, and writing with mindfulness practices like breathing meditations. This approach not only engages students in a creative and enjoyable manner but also supports their emotional and mental health. It's an approach that has since been adopted by several of Ontario's school boards.
"Tell me about yourself" is a common request that most adults are accustomed to providing a standard answer to but as Dr. Coholic explains, that is not the case for kids. "That request might be very simple for a confident, resilient child, but for others, even basic questions like this can elicit feelings of overwhelm for many reasons," she says. "Now imagine the child is asked to paint themself as if they were a tree, given all kinds of creative materials to use, and no limitation on what they can create. While the straightforward question can be off-putting, the creative prompt affords time, space, and creativity."
Since its inception, HAP has evolved to meet growing interest. Initially developed and studied in a lab setting on Laurentian campus, Dr. Coholic has since adapted it into a comprehensive curriculum that has been implemented in multiple Northern Ontario schools. Additionally, Dr. Coholic has developed a digital networking channel for practitioners, community workshops and presentations, and digital resource toolkits for educators, social workers, and parents.
The program has made a profound impact, and Dr. Coholic says that teachers report improvements in students' self-esteem, mood, emotional regulation, and focus. "The program helps foster better classroom dynamics, with students learning to support each other and work together more effectively. We have found that the integration of HAP in the classroom creates a supportive environment where students can express themselves and build connections within their peer groups."
Dr. Coholic's research has been supported by funding from the Social Sciences and Humanities Research Council (SSHRC) and SickKids Foundation. She says that the most invaluable support comes from university students on her research team and community collaboratiors. "I couldn't do this without the help of students. I always say that research should be a win/win/win proposition for everyone. Laurentian students get hands-on experience, partner organizations get free evidence-based programming, and I get to conduct meaningful research."
Looking to the future, Dr. Coholic is optimistic about the potential for HAP to reach even more students and communities. HAP has garnered global interest with Dr. Coholic receiving requests for use from practitioners in Iran, Philippines, Australia, and Portugal. Dr. Coholic envisions a world where every child has access to creative and engaging mindfulness practices that can help them navigate the complexities of modern life.
