Associations between extracurricular arts activities, school-based arts engagement, and subsequent externalising behaviours: Findings from the Early Childhood Longitudinal Study

Introduction: Externalising behaviours during adolescence are associated with numerous long-term negative outcomes, although the majority of research is intervention-based as opposed to focused on risk reduction. Arts engagement has been associated with numerous beneficial factors linked to externalising behaviours, yet direct evidence linking them in longitudinal studies is lacking. Methods: Data from the Early Childhood Longitudinal Study were used, with baseline taken at 5th grade (aged 10-11 years) and outcomes measured at 8th grade (13-14 years). Ordinary least squares regression was used to examine individual-level associations between extracurricular and school-based arts engagement (number arts classes and adequacy of arts facilities) with externalising behaviours measured using the Strengths and Difficulties Questionnaire. Poisson regression was used to examine associations between school-level arts classes and facilities with an administrator-reported index of externalising behaviours in the school. All models were adjusted for sociodemographic factors. Individual-level analyses were clustered by school.Results: At the individual level, engaging in a greater number of extracurricular arts activities in 5th grade was associated with fewer externalising behaviours in 8th grade, although there was no association for school-based arts engagement. There were no school-level associations between arts classes or adequate arts facilities and externalising behaviours. Conclusions: Our results suggest extracurricular arts activities may be beneficial in reducing the risk for externalising behaviours, but the relationship is seen at an individual-level of engagement rather than based on school-level provision or facilities. Ensuring extracurricular access to the arts should be considered as a cost-effective way of preventing externalising behaviours while simultaneously promoting healthy emotional, coping, and social behaviours.

DEVELOPMENT OF CREATIVITY AND IMAGINATION OF SCHOOLCHILDREN IN FINE ARTS CLASSES

The article describes how visual activity contributes to the development of abstract thinking and specific, sensory experiences in schoolchildren, and in the process of the image, the child selects from the integral visual image proportions, color, silhouette, line as general and constant characteristics of the reality visually perceived by it.