The study examines an art educational model grounded in the theory of upbringing and the principle of respect for the child’s individuality, with a focus on transforming school related fears into confidence during middle childhood. The model is implemented in a non-formal cultural and natural context that links literary experience, creative production and guided group reflection. The research design contrasts an experimental class that passes through a complete cycle of activities with a control class following routine instruction. School related fear is measured through a brief questionnaire adapted to middle childhood, complemented by self-reports of readiness for school and sense of courage on visual analogue scales. The practical component is conducted with the participation of art therapy expert Teodora Dimitrova, whose facilitation ensures safe symbolic expression and age appropriate pacing. The findings indicate a marked decline in school related fear in the experimental class and concurrent increases in perceived readiness and courage, while the control class shows negligible change. These outcomes align with contemporary literature that links arts engagement with emotional regulation, reflective meaning making and social emotional learning in childhood. The study contributes an implementable sequence for educators that integrates respect for the pupil’s autonomy with structured creativity and play, and it outlines directions for replication across settings and for follow up measurement of durability of effects over time.