Promoting Creativity and Agency in Immigrant and Refugee Children at School: A Case Study from the <i>Art & Storytelling</i> Creative Expression Program (Promotion de la créativité et du sentiment de l’agentivité chez les enfants immigrants et réfugiés à l’école : une étude de cas du programme d’expression créatrice <i>Art & Contes</i> )
Bibliographic record
Abstract
Combined with the stress associated with migration, the COVID-19 pandemic caused a growing sense of helplessness in many newcomer children in Canada. Considering the impact this health crisis could have on the well-being and mental health of newcomer children, it is urgent to intervene to foster hope and agency. Schools can provide art making spaces to support the development of their creative capacities. Based on qualitative data from an intervention research study that took place during the pandemic, this article presents the case study of Venus, an eight-year-old newcomer girl from Burundi who participated in the Art & Storytelling school-based creative expression program. Analysis of the workshop facilitators’ observation notes, drawings made during the intervention, and semistructured interview with her teacher suggests that the child used creativity sometimes to protect herself and regain a sense of agency, while at other times, her use of creativity seemed to be insufficient to make her feel agentic. These findings highlight the importance of providing newcomer children with art therapy opportunities at school to develop their creativity and support their sense of agency to prevent mental health problems. They also emphasize the importance of paying close attention to children’s process to ensure their emotional safety.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".