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Background In school-based art therapy, the expressive potential of traditional two-dimensional (2D) art materials can become limited once their range is exhausted. A notable increase in engagement was observed when participants transitioned from traditional to digital art formats, enabling enhanced visual exploration and creative expression.Context This inquiry took place in a high school serving adolescents identified as at risk due to a range of socio-emotional challenges. The project also involved a reflective supervision process between supervisor and supervisee. This process was scaffolded through the Structure of Observed Learning Outcomes of Making (SHoM) framework to examine emerging insights and professional learning.Approach Digital art mediums (DAM) included drawing and design applications and photo-editing software offering features such as layering, undo functions, and advanced editing tools. These features created a more fluid and adaptive creative process, while the SHoM-guided supervision supported critical reflection on therapeutic engagement, relational attunement, and digital creativity.Outcomes The introduction of DAM reduced barriers such as skill anxiety and resistance to traditional media. Participants demonstrated increased engagement, imagination, and emotional expression. Concurrently, reflective supervision revealed how digital processes expanded the therapist’s capacity for flexibility, responsiveness, and empathy.Conclusions Digital art mediums provide a dynamic and relevant modality for contemporary adolescent art therapy. Integrating reflective supervision through the SHoM framework enhances understanding of these evolving practices.Implications for Research Embracing digital innovation and structured reflection can help art therapy bridge generational divides and redefine therapeutic practice for the digital era.Plain-language Summary This paper examines how digital art tools can support adolescents’ engagement and emotional expression in art therapy. Many young people feel uneasy about their artistic skills or resist traditional art materials. Digital art tools, such as drawing apps and editing software offer more flexible, forgiving ways of creating. The inquiry was conducted in a high school setting with participants experiencing social and emotional difficulties. The project included a reflective supervision process between the therapist and supervisee using the SHoM (Studio Habits of Mind) framework. This reflection helped clarify how digital art fosters therapeutic connection, creativity, and psychological safety. Participants demonstrated increased confidence, imagination, and expressive capacity. The supervision process further showed how therapists can become more adaptive, responsive, and attuned when using digital methods. These findings suggest that combining digital innovation with structured reflection may enhance the relevance and impact of art therapy for contemporary adolescents.
Krishnasamy et al. (Tue,) studied this question.