This review examines the integration of health and physical education (HPE) with art therapy in school settings for children with disabilities. Drawing on evidence from fifty high-quality studies, the review evaluates the impact of both traditional and digital art therapy, as well as adapted physical education (PE) programs, across psychosocial, cognitive, physical, and academic domains. Findings indicate that art therapy enhances psychological well-being, self-expression, and social interaction, while also contributing to improved engagement and communication. Inclusive and engaging PE supports motor skills development, participation, and overall physical health, and is associated with increased motivation and social inclusion. Interdisciplinary approaches that combine creative and physical activities show promise for holistic development. However, methodological limitations, including small sample sizes, variability in intervention design, and inconsistent outcome measures, limit the generalizability of findings. Emerging innovations, including digital art therapy and assistive technologies, offer new opportunities but require further empirical validation. This review identifies research gaps and provides practical recommendations to inform educators, therapists, and policymakers in designing inclusive, evidence-based programs that optimize holistic outcomes for children with disabilities.
- Interactions Between Health, Physical Education, and Art Therapy for Children with Disabilities
- Jae Won KangJulie Yeeun Kang
- International journal of health, wellness & society
- 9913970210161
- © 2026 Common Ground Research Networks. All rights reserved.
- School of Business
- English
- Journal article