Abstract
This systematic review focused on the use of expressive art therapies in school settings. Data was collected, synthesized and analyzed utilizing two databases. The search criteria involved the inclusion of expressive art therapies being utilized in a school setting, which resulted in 10 relevant articles and studies. A secondary analysis was conducted of the 10 articles to categorize the grey literature or informal studies from the empirical pieces found. Urie Bronfenbrenner's Ecological Theory was used as the conceptual framework of this study, examining the environments that influence students' access to services and programs. Kindergarten through high school age groups were the main populations examined as well as various expressive art therapy modalities and techniques applied in schools. The findings of this study provide a view into what programs exist and function in regards to expressive art therapies in school environments, as well as implications for future research.