The teacher’s role in conducting art workshops as emotional support for children’s migration

Abstract

This study examines the role of teachers in implementing artistic workshops as emotional support for migrant children in the General Basic Education level in Cuenca, Azuay, Ecuador. The aim was to evaluate the impact of these pedagogical practices on the socio-emotional well-being of migrant students and to explore teachers’ perceptions regarding their application. A mixed-methods design was adopted, combining quantitative instruments (Child Emotional Well-being Scale, Teacher Perception Questionnaire) with qualitative approaches (interviews, classroom observations, reflective journals). The sample included 120 migrant students (aged 11–14) and 45 teachers. Findings revealed significant improvements in resilience, emotional self-expression, and sense of belonging, along with a reduction in school anxiety (p < 0.001). A positive correlation was observed between workshop attendance frequency and resilience increase (r = 0.62). Qualitative data highlighted that artistic workshops functioned as spaces for emotional expression, cultural integration, and social bonding. Teachers acknowledged their effectiveness but reported limited training and insufficient institutional resources. The study concludes that artistic workshops are an effective pedagogical strategy to foster emotional and social integration of migrant students. It recommends strengthening teacher training in arts and socio-emotional education, ensuring adequate resources, and conducting longitudinal research. This research provides empirical evidence to the literature on inclusive education and child migration in Latin America.