Five Gentle Mindfulness and Creative Activities for Young People
Draft content notice: This is an AI-assisted sample article created for website design and demonstration purposes. It has not yet been reviewed by a qualified practitioner and should not be treated as professional mental health advice.
Mindfulness is the practice of paying attention to what is happening now with curiosity rather than judgement. Combined with creative activity, it can offer young people a low-pressure way to pause, notice sensations and express something that may be difficult to put into words.
These ideas are invitations, not tests. A young person can adapt them, stop at any time or choose not to take part. They are everyday wellbeing activities and are not a treatment or replacement for professional support.
1. Five-senses noticing
Invite the young person to notice five things they can see, four they can feel, three they can hear, two they can smell and one they can taste—or use a shorter version if that feels easier.
They might draw or write each observation. There are no “right” answers; the purpose is simply to bring attention to the immediate environment. Avoid this activity if focusing on bodily sensations increases distress, and offer an external object-finding game instead.
2. Breathe and trace
Place a hand comfortably on paper and trace around it. Starting at the wrist, move a finger slowly up one side of each drawn finger while breathing in, then down the other side while breathing out.
Keep the breath natural rather than very deep. The young person can colour the outline afterwards, adding patterns or words that feel calming. Adults can join in rather than supervise from a distance.
3. Give the feeling a colour and shape
Ask: “If your feeling had a colour, shape, texture or weather, what might it look like?” Let the young person use pencils, paint or collage without needing to create a recognisable picture.
When they finish, ask whether they would like to tell you about it. Respect a “no”. Creative expression can be valuable even when the artwork remains private.
4. Make a small worry container
Decorate a box, envelope or jar where worries can be written or drawn. Agree when you will look at them together—perhaps during a regular check-in—so the activity does not feel like worries are being dismissed.
Some worries need action rather than storage. If a note suggests that the young person or someone else may be unsafe, follow appropriate safeguarding procedures and seek help promptly.
5. Create a “what helps me” card
Fold a piece of card and fill it with a short personal menu of supportive choices. Examples might include:
- sit somewhere quiet;
- talk to a trusted adult;
- listen to familiar music;
- draw or write;
- take a short walk;
- hold a sensory object;
- break the task into one small step.
Keep the card accessible and revisit it occasionally. What helps can change with age, environment and situation.
Keep the experience gentle
Introduce activities at a neutral time, not only when emotions have reached their peak. Start small, avoid insisting on stillness and allow movement. Some young people—particularly those with sensory differences, trauma experiences or additional needs—may find particular exercises uncomfortable. Choice, predictability and curiosity are essential.
Mindfulness does not mean ignoring difficult circumstances or expecting a young person to regulate without support. Listening, practical change and professional help may also be needed.
When further support may be useful
If worry, low mood or distress persists or interferes with sleep, education, relationships or everyday life, speak with a GP, school support professional or appropriately qualified children’s mental-health practitioner. For immediate danger, use emergency services.
If you would like to explore personalised, age-appropriate wellbeing support, request a free 15-minute conversation.