In recent years, the mental health of college students has become a critical area of concern worldwide, with increasing recognition of the psychological challenges faced by young adults navigating complex academic and social environments. In China, this issue has taken on additional urgency as the pressures of competitive education intersect with societal expectations and rapid modernization. A groundbreaking study published in BMC Psychology in 2025 by Guangli L. delves into the readiness of Chinese higher education institutions to implement and effectively utilize art therapy as an innovative intervention for college students grappling with psychological problems.
Art therapy—a therapeutic approach that uses creative processes such as drawing, painting, and other artistic activities to help individuals express emotions and overcome mental health challenges—has gained attention globally. However, the integration of art therapy into formal mental health services within universities remains sparse, especially in contexts like China where traditional views on mental health and therapy often limit access and acceptance. Guangli’s study methodically evaluates the preparedness of Chinese colleges and universities to adopt and sustain art therapy as part of their mental health support systems, shedding light on existing gaps and potential pathways forward.
One pivotal aspect of this research lies in its comprehensive assessment framework, which encompasses institutional infrastructure, availability of trained personnel, curricular inclusion, and policy support for art therapy. Implementation science underscores the importance of such multi-faceted evaluations for understanding not just the presence of services but their quality and efficacy. The study found that while some elite universities have begun experimental programs and workshops in art therapy, the majority of institutions lag behind in terms of resources, trained art therapists, and standardized protocols.
Furthermore, societal attitudes toward mental health and therapeutic interventions significantly affect institutional readiness. The research highlights how stigma around psychological problems in China creates barriers, both on the student side and among educational administrators. There is a notable tension between traditional educational priorities—often focused narrowly on academic achievement—and the broader, more holistic approaches advocated by mental health professionals, including the adoption of art therapy therapies that encourage emotional exploration and self-awareness.
Guangli’s analysis also explores the discrepancies between urban and rural universities, which is a critical factor given China’s vast geographic and socioeconomic diversity. Wealthier, urban-centered universities tend to have better access to resources, including partnerships with hospitals and community mental health organizations, which can enhance the quality and reach of art therapy programs. Conversely, institutions in less-developed regions face significant structural and financial constraints that limit their capacity to implement such programs.
Through rigorous surveys and on-site evaluations, the study examines the qualifications and availability of art therapists within the university setting. It reveals a pronounced shortage of licensed professionals who specialize in art therapy as opposed to more general counseling or psychology roles. The limited number of academic courses offering training in art therapy further exacerbates this deficit, suggesting that capacity-building at the educational level is a critical need.
Additionally, the research underscores the importance of curriculum integration for sustainability. Universities that embed art therapy principles into their mental health curricula—either as credit-bearing courses or workshops—demonstrate greater institutional commitment and student engagement. However, the majority of surveyed institutions lack formal curricular provisions, indicating a reliance on ad hoc or externally sponsored programs that undermine long-term viability.
The study also evaluates the structural policies and strategic plans of universities regarding mental health services. It finds that few institutions explicitly recognize or promote art therapy within their official mental health strategies. This lack of strategic prioritization often translates into insufficient funding and inadequate awareness among administrative leaders.
Another dimension explored is the use of digital and remote platforms to deliver art therapy, especially in response to challenges posed by the COVID-19 pandemic. Some universities have begun experimenting with teletherapy and digital art platforms, which widen access but introduce new complexities related to technology, confidentiality, and the therapeutic process itself. Guangli’s research suggests that while promising, digital art therapy services remain in their infancy and require tailored protocols to optimize effectiveness.
The study does not shy away from addressing potential cultural adaptations necessary for art therapy in the Chinese context. Considering the cultural significance of symbolism and traditional arts, there is an opportunity to create culturally resonant art therapy approaches that enhance relevance and engagement among Chinese students. Nevertheless, such adaptations require skilled practitioners well-versed in both cultural competency and therapeutic techniques—a nexus currently underdeveloped.
Psychological research increasingly recognizes the therapeutic value of creativity in emotional regulation, trauma processing, and identity formation. Guangli’s work contextualizes these benefits within the specific educational and societal frameworks of China, thus offering insights with potentially wide applicability. It raises important questions about how innovation in mental health care can coexist with entrenched social norms and institutional inertia.
Importantly, the paper calls for comprehensive policy reforms and increased investment in training programs to build a robust pipeline of art therapy professionals within higher education. Collaboration with international experts and incorporation of evidence-based practices from global art therapy research are identified as key strategies to accelerate progress.
This study serves as a critical starting point for dialogue among policymakers, educators, and mental health advocates in China. It underlines how addressing the mental health crisis among college students requires not only expanding services but reimagining the modalities through which support is delivered. Art therapy, with its holistic and expressive nature, offers a promising avenue—if adequately supported and normalized.
In conclusion, Guangli’s 2025 analysis paints a nuanced picture of the current landscape of art therapy in Chinese colleges and universities. It reveals both encouraging pilot programs and significant systemic challenges, calling attention to an urgent need for investment, training, and cultural integration. As mental health continues to ascend on the global and national agendas, studies like this are invaluable for mapping pathways to more inclusive and effective care.
Subject of Research: Preparedness of colleges and universities in China to implement and utilize art therapy for college students with psychological problems.
Article Title: An analysis of the preparedness level of colleges and universities in China in implementing and utilizing art therapy for college students with psychological problems.
Article References:
Guangli, L. An analysis of the preparedness level of colleges and universities in China in implementing and utilizing art therapy for college students with psychological problems. BMC Psychol 13, 705 (2025). https://doi.org/10.1186/s40359-025-03004-4
Image Credits: AI Generated
