Artistic Learning and Its Impact on Students’ Wellbeing and Social-Emotional Learning Development in Kampala and Arua Districts-Uganda

Peninah Beinomugisha – Institute of Education and Lifelong Learning, Victoria University, Uganda.

Amy Vatne Bintliff – Department of Education Studies, University of California, San Diego.

Rebecca S. Levine – Department of Education Studies, University of California, San Diego.

Zaharah Namanda – Public Policy & Equity with Distinction, University of Glasgow. Executive Director, Africa Education & Leadership Initiative-Uganda.

Wendy Wei Cheung – Department of Education Studies, University of California, San Diego.

Norah Nalutaaya – Africa ELI board member.

Email: pbeinomugisha@vu.ac.ug

Abstract: This study investigated how artistic learning influences students’ wellbeing and social-emotional development in schools in Kampala and Arua, Uganda. Using the 4W LIFT model within a wellbeing curriculum, researchers applied qualitative participatory methods with 65 students. Findings showed that activities like drawing, dancing, shading, and painting enhanced communication, confidence, relationships, teamwork, and leadership. Art sessions promoted healing, resilience, inclusion, and growth. Students expressed themselves visually, improving their understanding of new concepts and social connection. The study recommends integrating artistic learning into Uganda’s primary and secondary curricula to support students’ holistic development.