Paper and crayons, pencils or washable markers. If your child is still physically agitated, avoid materials that could easily break or cause injury.
What to Say
“Would you like to show your feeling on the paper?”
“Your drawing does not have to look like anything.”
“You can choose any colour or make any kind of line.”
“I can stay with you while you draw.”
Avoid asking “Why are you angry?” or “Who made you angry?” unless your child chooses to talk.
What to Do
STEP 1 Place the paper and drawing materials where your child can reach them.
STEP 2 Invite your child to choose a colour that matches how they feel. There is no correct colour.
STEP 3 Encourage any lines, shapes or marks they want to make.
STEP 4 Remain nearby without interpreting or correcting the drawing.
STEP 5 When the child finishes, let them decide whether to keep, change, fold, tear, put away or leave the picture unfinished.
JOIN YOUR CHILD Draw your own feeling on a separate sheet. You might say: “I am going to draw some lines for how my body feels. Yours can look completely different.” Do not use your picture to show a “correct” emotional response.
One-Minute Version
Offer one sheet of paper and one or two crayons. Say: “If your feeling could make a line, what might that line look like?” Let your child decide when to stop.
If Your Child Does Not Want to Participate
Accept the refusal. Offer alternatives such as choosing a colour, making a shape in the air, squeezing playdough, showing the feeling with a face, sitting quietly with you or having some nearby space. Say: “You do not have to draw. I am here if you need me.”
Make It Your Own
For younger children, use large paper and thick crayons.
If “anger” does not fit, use the child’s own word or simply say “a big feeling”.
If your child wishes, invite a second drawing of what might help now: a hug, quiet space, movement, water, a toy or a trusted person.
For children who prefer movement, attach large paper securely to a safe surface and allow broad arm movements.
Your child may use strong pressure, quick marks, repeated shapes or particular colours. They may slow down, begin talking or remain silent. Do not treat colours or drawing styles as proof of a particular emotion. The drawing belongs to the child, and its meaning should not be assumed.
Stay close enough to support safe use of the materials. Stop if drawing increases distress or materials are used unsafely. Do not use the picture to question, diagnose or assess the child. If your child repeatedly shows intense distress, speaks about harm or causes concern for safety or wellbeing, seek guidance from an appropriate qualified professional.
Draw Anger, LITTLE MINDS, BIG FOCUS Teacher Training Materials and Activity Collection.
