| Sumario: | AbstractMental health needs in Arab schools are increasingly recognized, yet little research has examined culturally grounded interventions that integrate art therapy and family involvement. Therefore, this qualitative multi-perspective study explored how art therapy, alongside family engagement, supports students with mental health disorders in Arab schools. Semi-structured interviews were conducted with 25 participants, 15 art therapists and 10 mothers, and data were analyzed using constructivist grounded theory. Findings indicate that art therapy provides a culturally responsive, nonverbal space for emotional expression, regulation, and meaning-making and that family involvement enhances acceptance of support, reduces stigma, and strengthens continuity between school and home. Importantly, the study reveals how mothers and art therapists actively navigate cultural norms, stigma, and institutional limitations through adaptive.
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