The Art of Communication: Interpreting Student Drawings

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By Rachel Greenroy, PhD, SSP

In recent years, and specifically in response to school shootings carried out by students, the mental health of students and the accountability of school systems are being scrutinized. Oftentimes, and after the fact, it has been found that school shooters have been communicating their thoughts in unconventional ways—such as through sinister drawings, particularly in journals.

As a school psychologist for a public school district, I know that teachers are currently under an increasing amount of pressure to recognize the signs of these potentially dangerous students. I am often on the receiving end of scenarios in which a teacher’s concern has sounded the alarm; they’ve encountered a student’s questionable drawing, and the student has been identified with needs beyond the scope of the general classroom setting.

If teachers were to keep these concerns to themselves, they risk failing to provide the student with early intervention. Furthermore, fast forward ten years, and if the student becomes involved in a violent school attack, then the teacher is indirectly and/or directly blamed for failing to identify an at-risk student.

Trust me in saying that I understand the importance of taking alarming pictures seriously. But before referring students for a special education evaluation, or inferring the worst-case scenario, there are steps that teachers can take to support their understanding of such illustrations.

In this article, I would like to outline some of those steps, while focusing on the significant relationship between art, social emotional development, and communication. The goal is to help educators interpret their students’ drawings and better understand what can indicate a potential threat. In addition, I would like to explain how intervention can begin prior to reaching this point—in the early years of education, when students first start scribbling and colouring.

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Rachel Greenroy, PhD, SSP, is a Licensed Specialist in School Psychology for a school district in Texas, and part-time Adjunct Professor for Texas Woman’s University. 

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Rachel Greenroy
Rachel Greenroy
Rachel Greenroy, PhD, SSP, is a Licensed Specialist in School Psychology for a school district in Texas, and part-time Adjunct Professor for Texas Woman’s University. 

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