“Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment (PERMA)” model through music facilitation – individually focused music and relationship-centered music programs in schools to increase the skills and abilities of the students and to improve the psychosocial well-being of the students and the community[19] Speech Bubbles project – a theatre program aimed at developing various skills in children with communication difficulties. It should be noted that this program was not just a theatre program, but was based primarily on the characteristics of creative theatre, related to the fun of directing and games that focus on the learning process and not the artistic goal presented[18] ENhancing Assessment of Common Therapeutic factors (ENACT) method – Place specially trained actors in classrooms to interact and socialize with students. Their goal is to create a “safe container” in which students can explore and solve real-world problems[20] The PROGRAMO JUAGO – specialized in creating creative and collaborative play programs for school children in Spain. A serious game or game for children aged 11 to 15, based on a specific scenario or role-playing scenario, to provide a fun, intuitive, and motivating learning environment and to raise children’s awareness of current issues. It is also a manual for teachers and trainers with a well-organized and detailed presentation of interactive games such as role-playing scenarios, quizzes, thematic drawings and sports activities with role rotation[21] Drama in Education (DiE) 1000 students, aged 3–18 years. The school had over 200 teachers, with a Special Educational Needs Department of over 60 teachers and assistants in Delhi. Used drama techniques to discuss social issues[22] The Creative Partnership is an English initiative to promote creativity all along the scholar curriculum. The impact on their self-confidence and self-esteem. This is a program on well-being initiation[23] Art school programmes in Finland Finland has a history of government support for the arts and culture within education with the aim of strengthening children’s creative skills, cultural competence, and individual and social well-being, as well as supporting wider determinants of health such as educational attainment. Music, visual arts, and arts and crafts are core subjects in comprehensive primary schools, and students in upper secondary education must take and complete five compulsory arts and skill courses in music, arts, and physical education. In vocational education, compulsory core studies also include arts and skills subjects, and there are wider opportunities for children and young people through community arts programs in municipalities and arts education in afternoon clubs and daycare. There is also continuous arts education available for teachers[24,25]
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