Many children and adults absorb emotions from everyone around them. This happens in classrooms, homes, therapy spaces, and social groups. The load grows through the day. The person appears fine from the outside, yet internally they work through tension, worry, and sensory strain. This pattern is common among neurodivergent learners, shadow teachers, educators, and caregivers who process emotions deeply and respond sensitively to the needs of others.
This blog post explores a simple drawing activity that helps identify and release emotions that do not belong to the person carrying them.
Understanding Empathy Overload
Empathy overload occurs when emotional input from external sources enters someone’s system faster than they can name or release it. The person begins to respond to situations that are not connected to their own needs. They may feel tired, irritated, shut down, overly responsible, or confused about the source of their discomfort.
Groups that experience this often include
• Neurodivergent learners who pick up subtle cues
• Shadow teachers who support multiple nervous systems in one school day
• Parents who manage their child’s stress along with their own
• Educators who hold emotional space for many students at once
This pattern does not signal weakness. It signals sensitivity, awareness, and emotional attunement. The aim is not to remove these strengths. The aim is to help the person regain clarity over what belongs to them and what belongs outside their internal space.
A Simple Art-Based Approach
Art offers a direct channel for emotional processing. It slows the pace of input and gives the brain a clear visual boundary for each feeling. When used intentionally, a drawing can help separate internal emotions from external ones.
The activity linked to the YouTube Short uses a single image. A backpack outline becomes a container for all the feelings the person has absorbed during the day. Once the items are named, the person marks them out or transforms them into shapes that float away. This supports emotional regulation, grounding, and self-awareness.
This process works for
• Younger learners who understand visuals faster than verbal explanations
• Adults who need a short pause during a demanding workday
• Parents who want a reflective activity they can model for their children
• Teachers and shadow teachers who want a regulation tool they can use between classes
Why Labeling Helps
Writing words on the page separates the emotion from the body. Instead of holding “general heaviness,” the person identifies specific sources. Examples include
• Stress carried from home
• Emotional intensity from a classroom incident
• Concerns taken from a friend or colleague
• Worry that developed through the day without a clear reason
Naming each item creates a moment of clarity. The individual sees the difference between genuine personal needs and external influences that passed through their space.
Why Releasing Helps
Once the items are visible, crossing them out or converting them into lighter shapes signals the brain that the load no longer belongs inside. This supports the nervous system’s shift out of tension. Children respond strongly to this step because they observe the emotional release as a physical action.
Adults benefit from this step as well. Many educators and caregivers hold emotional responsibility far longer than they intend. A small drawing routine builds a regular practice of emotional boundaries.
How To Use This Activity With Learners
Here is a simple flow to guide a child or adolescent.
1. Draw the outline.
Present the outline of a backpack. The shape keeps the activity neutral and familiar.
2. Identify sources.
Ask the learner to write or draw anything from the day that feels heavy or uncomfortable. Encourage short phrases or icons.
3. Check ownership.
Support the learner in recognising which items belong to them and which do not.
4. Release the unnecessary items.
Cross out the external items or convert them into upward floating shapes. This reduces the emotional load and strengthens internal boundaries.
5. Close with a grounding sentence.
Simple statements such as “My space holds my feelings,” or “I am safe to release what does not belong to me,” help consolidate the regulation process.
Why This Matters For Teachers And Parents
Many supportive adults absorb emotions without realising the impact. Over time, this shapes their behaviour, decision making, and energy levels. Incorporating small visual routines during the workday reduces emotional carryover and brings a sense of order back to the internal space.
Parents can use this activity to model emotional boundaries at home. Teachers can use it during transitions or at the end of a school day. Shadow teachers can use it between classes when emotional input increases rapidly.
Try It Yourself
Before guiding someone else, try the activity once on your own. Draw a backpack outline. Place today’s emotional load inside. Notice what belongs to you. Notice what entered through someone else’s stress, urgency, or confusion. Release the unnecessary items on the page.
This short pause supports clearer thinking and prepares you to respond rather than absorb.
You can watch the activity in action on the Educateable channel. Save the video for quick reference. Use it as a reset tool on heavy days.
Share one thing you are ready to release from your emotional load. Send the video to someone who experiences strong empathy and needs a gentle regulation routine.
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