| Sumario: | AbstractThis qualitative study examines how visual art therapists working in the Arab education system in Israel perceive their role in delivering school-based art therapy to students diagnosed with psychiatric disorders. Twenty-four certified art therapists employed by the Ministry of Education participated in semi-structured interviews, which were analyzed using consensual qualitative research principles. The findings suggest that art therapy is perceived as a valuable and culturally adaptable intervention; however, its implementation is shaped by multiple constraints, including limited specialized training, insufficient institutional recognition, fragmented inter-professional coordination, persistent social stigma, and resource limitations. Consequently, therapeutic practice is experienced as essential and continuously negotiated within cultural and educational boundaries.
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