On a winter Friday, I visited school artist Laura Sahlman at Huhtasuo School in Jyväskylä. The walk to her office made it clear how important she is to the school community and the daily life of the students. The School Artist asks, how are you? Is everything ok? Students greeted her with waves, hugs, and handshakes. Some stopped to chat, and one excitedly shared a rap song they had written. These encounters are at the heart of the school artist’s work.
The school artist is an additional trusted adult in the school environment, working in a participatory and listening way. The goal is to support the well-being of children and young people through artistic methods, in cooperation with teachers, school nurses, school social workers, student counsellors, and psychologists.
The school artist supports and guides students, offers them time and tools to promote their well-being, and creates opportunities for success through self-expression. For some students, a session with the school artist can even be the reason they come to school.
The school artist program started in Jyväskylä in autumn 2021 and, except for a few short breaks, has continued since then at Huhtasuo School, which has 900 students and is the city’s most multicultural school. The breaks have been due to changing funding models, and currently, the work continues thanks to inheritance money allocated to cultural services.
At the time of the interview, the school artist’s contract was secured until almost the end of the school year, and a new grant application was in progress. This marks the fourth academic year with a school artist at Huhtasuo, meaning that students who were in sixth grade when the program began are now in ninth grade.
“They have become really important to me, especially knowing what many of them have been through. It feels meaningful to see them every day,” Laura says warmly.
One of the art projects that students participate in every year is the “Huhtabus”—a symbolic school bus carrying self-portraits of all students, with the school principals in the driver’s seat. Each year, the portraits are updated, allowing every student to contribute to the artwork.
Encounters Through Art
The school has a student support team, which includes the school artist, a student counselor, a hobby instructor, and a youth worker. Their weekly schedule consists of structured activities and one-on-one sessions with students.
Some activities are designed for the whole school, while others rotate between different grade levels. These include: Art workshops during recess, reward sessions for small student groups, “Olkkari” (Living Room) after-school sessions for elementary and middle school students, and thematic workshops for holidays and special school events, where students create, for example, Valentine’s Day cards or Halloween decorations
For the school’s 10th anniversary last fall, students, led by the school artist, created a massive birthday cake artwork for the cafeteria. Currently, students are working on a puppet theatre performance, with different groups contributing to various stages of the production.
These large-scale projects bring art and culture into the everyday school environment, ensuring every student can participate easily and in a low-threshold way. Casual conversations often happen naturally during creative work, allowing students to express their thoughts and emotions.
Art as a Source of Stability
A significant part of the school artist’s work is one-on-one sessions with students. They are referred to the school artist by teachers, school social workers, nurses, psychologists, or counsellors—and increasingly, families also reach out directly.
Initially, meeting schedules are agreed upon, often every two weeks, with activities based on the student’s interests. In critical situations, meetings may happen more frequently. These sessions are often scheduled at the beginning of the week to positively impact the entire school week and, at best, prevent absenteeism.
“Art can support a child or young person and keep them engaged in life through creativity,” Laura explains.
The school artist also encounters crises, sometimes requiring quick responses.
“Once, a student couldn’t come to school at all. So in the end, I delivered a bag of art supplies to their home so we could continue working together over Teams.”
Now, the school artist’s work is easier thanks to a dedicated workspace, where students can be met privately, and an open booking system, where teachers can reserve times for their students. The doors of the student support team and the school artist are always open, and the threshold is low.
It Started with a Favorite Color
When asked about memorable success stories, Laura immediately recalls a student who initially resisted meeting with the school artist. The student was restless and unwilling to participate. But then, something small changed everything: a conversation about their favourite colour.
That small moment of connection led to trust, and eventually, the student began looking forward to sessions with the school artist. Over time, they discovered a passion for art and found joy in creative expression.
According to Sahlman, success is seeing a student regain a sense of routine and find joy in life. This is often reflected in fewer scheduled meetings. The positive effects of artistic work can also be seen physically, sometimes even as strong emotional outbursts—jumping and bouncing with excitement. For many students, art first provides support, and then it carries them forward: they discover their creative passion, and artistic expression, and receive encouragement and praise for it.
The Need for a School Artist
When the school artist program began over four years ago, the goal was to explore how art-based methods could be more systematically used in school student support services. Now, it is clear that the program has succeeded.
Together with school staff, the school artist has developed a clear and functional system for using art as a tool for student well-being.
The value of the school artist’s work is widely recognized by students, staff, and families, and demand continues to grow. There can never be too many trusted adults in a child’s life, and multidisciplinary collaboration is essential to supporting those in need of support.
The school artist complements the school’s professional team by being a trusted, approachable figure who uses art as a means of communication and self-expression. A key factor in the success of the school artist model has been the welcoming attitude of Huhtasuo School’s staff.
“This is the best place to work! Of course, I see tough situations every day, and I need peer support too. But we have an open, supportive atmosphere where people encourage each other and recognize strengths.”
Now, the focus is on securing funding to continue the program. Sahlman is also writing her master’s thesis at the University of Jyväskylä on the role of the school artist.
But for now, it’s back to work. On her desk, puppet theatre materials wait for inspiration, and next to them, supplies for the Valentine’s Day workshop. At the door, another student is already knocking.
Because the school artist is needed.
Follow the School Artist’s Work on Instagram: @koulutaiteilijajkl
Jyväskylä, together with Muurame, Laukaa, Hankasalmi, Petäjävesi, Keuruu, Multia, Äänekoski, Uurainen, and Toivakka, forms the regional children’s culture center Kulttuuriaitta. Kulttuuriaitta works to promote equal access to arts and culture for children, young people, and their families, support collaboration among cultural and artistic professionals in the region, and develop children’s artistic and cultural activities in Central Finland in various forms.
