Artistic Creations by Primary Education Students to Adress School Bullying

Abstract

This article analyzes the potential of art as a pedagogical tool to address bullying in primary education. Bullying, in its various forms, severely affects the emotional and social well-being of students and is often kept silent. In the face of this invisibility, this research proposes art as an alternative means of expression and symbolic resistance. The experience was carried out in an Andalusian school with third-grade students, using techniques such as drawing, collage, and collective compositions. These dynamics allowed students to represent emotions that are difficult to verbalize, such as fear, sadness, or exclusion, as well as personal or witnessed experiences of bullying. Support and solidarity also emerged. The results show that art enables emotional expression, fosters empathy, and creates spaces for listening and mutual recognition. During the sessions, the group evolved toward greater collective awareness and a more respectful and cohesive atmosphere. The research concludes that integrating art into education should not be understood as a complementary activity, but rather as an ethical and pedagogical necessity for building more humane, inclusive, and violence-free schools.