#802: The Art of Not Fixing: Embrace Self Multiplicity Through Non-Judgmental Art Pedagogy

Mental wellness is seen as central to learning. Critics argue that some SEL programs reduce emotional complexity to cognitive skillsets and behavioral control, taking a deficit mindset towards students. This qualitative study examines non-judgmental art pedagogy as an alternative. Through observing a six-week workshop with six participants and two facilitators with follow-up interviews, we presented: 1) how facilitators practiced non-judgmental art pedagogy, and 2) effects on participants' acceptance of multiplicity. Interview analysis revealed facilitators invited norm disruption and trusted participants' inherent wisdom. Participants engaged artwork as autonomous entities to dialogue with internal conflicts, ultimately reaching reconciliation and identity expansion. Rather than eliminating difficult parts of self, participants learned to coexist with multiplicity through presence-based acceptance. This approach addresses SEL's limitation by fostering non-judgmental self-exploration, bridging art therapy with learning sciences to offer educators new perspectives on how to honor emotional complexity.