(In depth read) Calm with Yarn: Exploring Crochet as a Regulating Occupation - A Mixed-Methods Study of Emotional Wellbeing, Attentional Regulation, and Self-Care in Adult Crocheters

CALM WITH YARN: EXPLORING CROCHET AS A REGULATING OCCUPATION

A Mixed-Methods Study of Emotional Wellbeing, Attentional Regulation, and Self-Care in Adult Crocheters

Sarah Barron - Rainbow Dandelion Crochet

July 2026

Research conducted in collaboration with Creative Darlington

Research Location: Darlington, County Durham, United Kingdom

Acknowledgements and Research Dedication

This research represents the culmination of many conversations, shared experiences and countless hours spent with yarn, hooks and people willing to try something new. Although this report has been written by one researcher, it would not have been possible without the generosity, encouragement and participation of many others.My sincere thanks go to every individual who took part in this study.

To the 840 crocheters who generously shared their experiences through the survey, thank you for contributing your time and insight. Your responses have helped build one of the largest datasets exploring crochet and wellbeing to date.To my "lovely learners" - my beginner participants who placed their trust in me during the learning programme, thank you for your honesty, perseverance and willingness to reflect on both the rewarding and challenging aspects of learning a new skill. Your experiences form the heart of this research and have provided valuable insight into how meaningful occupations develop over time.I would also like to express my gratitude to Creative Darlington for supporting this community-based research and recognising the value of creative occupations within local wellbeing initiatives.Special thanks go to everyone who has supported the development of Rainbow Dandelion Crochet.

What began as a lifeline for me in a traumatic time has grown into opportunities to explore how creativity, compassion and meaningful occupation can contribute to health and wellbeing within communities.The development of the Beginners Mindful Moments Crochet Bundle, which formed the basis of the beginner learning programme within this study, has been shaped through years of teaching, listening to learners and continually refining resources to create an inclusive and accessible learning experience. Recognition through multiple industry awards has been deeply appreciated; however, the greatest reward for me continues to be witnessing individuals discover confidence, creativity and enjoyment through crochet.

Finally, I would like to thank my family, friends and everyone who has encouraged me throughout this journey. Your patience, belief and support have carried me through every stage of this research.It is my hope that this work contributes to a growing recognition of meaningful occupation as an important component of health and wellbeing, and that it encourages further research into the role of creative occupations within occupational therapy, creative health and social prescribing.

Abstract

Background

Growing interest in social prescribing, occupational science and creative health has highlighted the importance of meaningful occupations in supporting health and wellbeing. Creative activities are increasingly recognised as valuable community-based opportunities that may contribute to emotional wellbeing, social connection and self-care. Although crochet has received growing research attention, little is known about how people experience learning crochet within a structured community programme or how these experiences may inform social prescribing practice.

Aim

This study explored participants' reported experiences of crochet in relation to relaxation, attentional focus, emotional well-being, and self-care. It also examined how beginner learners experienced learning crochet within a structured, mindfulness-informed educational environment.

Methods

A mixed-methods design combined quantitative survey data from (fluctuating) 840 adult crocheters with qualitative reflections from 10 adults participating in the Calm With Yarn beginner crochet programme. The programme was a non-digital face to face 1:1 programme.

Quantitative data were analysed descriptively, while qualitative data were examined using reflexive thematic analysis.

ResultsAmong experienced crocheters:

95.95% self reported lower levels of stress following crochet
95.12% self reported improved mental wellbeing
92.96% self reported experiencing physical relaxation while crocheting
80.59% described regularly entering a focused or flow-like state

Qualitative analysis identified five interconnected themes:

Crochet as grounding and present-moment awareness
The regulating role of rhythm, repetition and sensory engagement
Confidence, achievement and changing self-beliefs
Crochet as intentional self-care
The importance of a psychologically supportive learning environment.

Participants consistently described crochet as a meaningful occupation associated with focused attention, creative achievement and opportunities for self-care. However, these findings represent participants' self-reported experiences and should not be interpreted as evidence of clinical effectiveness or causation.

Conclusions

The findings suggest that crochet may represent a meaningful occupation with potential relevance for community wellbeing and social prescribing initiatives. Beyond the activity itself, participants emphasised the importance of supportive learning environments, accessible teaching approaches and opportunities for creativity, routine and personal achievement. Further longitudinal and comparative research is needed to explore the mechanisms through which crochet may contribute to wellbeing and to establish its role within wider creative health and social prescribing pathways.

What This Study Adds

This study presents findings from one of the largest participant-reported investigations of crochet and wellbeing to date (2026), combining survey responses from 840 adult crocheters with qualitative reflections from beginner learners.

Participants consistently associated crochet with relaxation, focused attention, self-care and creative achievement, while recognising that these experiences were subjective and individual.

The findings suggest that the learning environment, including psychological safety, person-centred teaching and opportunities for reflection may be as important as the activity itself.

Crochet should be considered a potential community wellbeing activity that may complement social prescribing pathways and creative health initiatives rather than replace healthcare or psychological interventions.

Further research using controlled and longitudinal designs is required before conclusions can be drawn regarding causal effects on health or wellbeing.

Introduction

Meaningful Occupation, Creative Health and Social Prescribing

Across the United Kingdom, there is increasing recognition that health and wellbeing are influenced by factors beyond medical treatment alone. Social prescribing has developed as a person-centred approach that connects individuals with community-based opportunities intended to support wellbeing, participation and social connection. Rather than focusing solely on symptoms or diagnosis, social prescribing acknowledges the importance of meaningful activity, relationships, routine and purpose in everyday life.

Creative activities represent an important component of many social prescribing pathways. Arts, crafts, gardening, music and other forms of creative participation are increasingly recognised as accessible community-based opportunities that may support emotional wellbeing, confidence, social connection and engagement.

Their adaptability and relatively low cost make them particularly relevant within community settings, where individuals may be seeking opportunities to reconnect with themselves, develop new interests or establish supportive routines.Occupational science provides a valuable theoretical framework for understanding why meaningful activities may influence wellbeing.

Occupations are not simply tasks performed to fill time; they are activities through which individuals develop identity, express values, establish routines and experience competence and belonging. Engagement in meaningful occupations has been associated with improved quality of life, participation and personal agency. From this perspective, wellbeing is shaped not only by the absence of illness but also by opportunities to engage in activities that provide meaning, connection and achievement.

Crochet as a Meaningful Occupation

Within the expanding field of creative health, crochet has received increasing attention as an accessible and adaptable occupation. Crochet combines cognitive, sensory, physical and creative processes, requiring sustained attention, sequencing, fine motor coordination, pattern recognition and problem solving.

At the same time, it provides opportunities for creativity, self-expression and the production of tangible outcomes.Unlike many leisure activities, crochet creates a visible record of progress as individuals transform simple materials into completed objects through repeated practice. This process may contribute to experiences of competence, achievement and self-efficacy, particularly as learners develop skills over time.

Crochet can also be practised independently or socially, requires relatively inexpensive equipment and can be adapted to different abilities and levels of experience.However, crochet should not be understood as inherently therapeutic. Rather, it represents a meaningful occupation that individuals may experience differently depending on personal circumstances, motivation, previous experiences, social context and the environment in which participation occurs. Understanding these subjective experiences is therefore essential when considering crochet within community wellbeing and social prescribing contexts.

Current Evidence on Crochet and Wellbeing

Existing research exploring crochet and textile-based occupations has identified associations between participation and reported experiences of relaxation, enjoyment, creativity and emotional wellbeing. Experienced crocheters frequently describe crochet as providing opportunities for stress management, focused attention, personal achievement and temporary relief from everyday demands.

Research into repetitive creative activities has also highlighted the potential importance of rhythm, sensory engagement and sustained attention. Participants often describe becoming absorbed in the activity, focusing on stitch patterns, tactile sensations and the movement of materials. These experiences share similarities with psychological concepts such as flow, where individuals become deeply engaged in an activity that provides clear goals, immediate feedback and an appropriate balance between challenge and skill.

Similarly, some participants describe experiences resembling aspects of mindfulness, including present-moment awareness, reduced mental distraction and increased attention to sensory experiences. However, crochet should not be considered equivalent to formal mindfulness practice or a clinical intervention. Rather, creative occupations may provide conditions that encourage focused attention and engagement through active participation.

Although existing research provides valuable insight into the experiences of established crocheters, much of the evidence remains based on retrospective self-report. Less is known about how individuals experience learning crochet for the first time, particularly within structured programmes designed to support confidence, creativity and reflective practice.

Learning Crochet: The Importance of Context and Psychological Safety

Learning a new occupation involves more than developing technical skills. Beginners must navigate uncertainty, tolerate mistakes, develop confidence and gradually establish competence. The environment in which learning occurs may therefore influence how individuals experience the occupation and whether they continue to engage with it.Educational research highlights the importance of psychologically safe learning environments, where individuals feel able to experiment, make mistakes and develop skills without fear of judgement.

Person-centred teaching approaches that recognise individual learning preferences and provide appropriate support may encourage persistence, confidence and positive engagement.These considerations are particularly relevant within social prescribing. Individuals accessing community activities may have limited confidence, previous experiences of exclusion or concerns about participating in unfamiliar environments.

Understanding how supportive learning contexts influence engagement may therefore provide valuable insight for practitioners developing creative health and community wellbeing initiatives.

Despite this relevance, the role of the learning environment within crochet participation remains relatively underexplored. Existing literature has primarily focused on the activity itself rather than examining how teaching approaches, accessibility and psychological safety may shape participants’ experiences of developing a new creative occupation.

Research Gap and Aim

Current evidence suggests that many experienced crocheters associate crochet with relaxation, focused attention, creativity and wellbeing. However, limited research has explored how adults experience learning crochet within a structured community programme, particularly when participants begin with limited confidence or previous creative experience.

This study addresses this gap through a mixed-methods exploration combining quantitative survey responses from 840 adult crocheters with qualitative reflections from beginner learners participating in the Calm With Yarn programme.

The study examined participants’ reported experiences of crochet in relation to relaxation, attentional focus, emotional wellbeing, self-care and creative participation. Rather than evaluating crochet as a clinical intervention, this study explored how participants experienced crochet as a meaningful occupation and how the context of learning may influence engagement, confidence and perceived wellbeing.

The findings aim to contribute to discussions surrounding occupational science, creative health and social prescribing by exploring both the activity itself and the importance of supportive environments that enable participation.

Throughout this article, participant experiences are presented as subjective accounts rather than evidence of clinical effectiveness or causation. Further research using longitudinal and comparative designs is required to explore the mechanisms through which creative occupations may contribute to wellbeing.

Literature Review and Theoretical BackgroundMeaningful Occupation, Wellbeing and Social Prescribing

Healthcare approaches within the United Kingdom increasingly recognise that health and wellbeing are influenced by factors beyond medical treatment alone. Social prescribing has developed as a person-centred approach that connects individuals with community-based opportunities intended to support participation, connection and wellbeing. By recognising wider social and occupational determinants of health, social prescribing provides an alternative to solely deficit-based models of care.

Creative activities represent an important component of these approaches. Arts, crafts and cultural participation are increasingly incorporated within community wellbeing initiatives due to their accessibility, adaptability and potential to support confidence, social connection and meaningful engagement.Occupational science provides a valuable framework for understanding these relationships. Occupations are understood as meaningful human activities through which individuals express identity, develop competence, establish routines and participate within their communities (Wilcock, 2006).

Activities that are personally meaningful may support motivation, sustained engagement and a sense of agency, contributing to wider experiences of wellbeing.Creative occupations therefore represent more than the completion of a task; they provide opportunities for individuals to create, learn, problem-solve and experience achievement through active participation.

Crochet as a Creative Occupation

Crochet is an example of a creative occupation that integrates cognitive, sensory, physical and creative processes. Participation requires attention, sequencing, fine motor coordination, pattern recognition and problem-solving, while also allowing opportunities for self-expression and creativity.Unlike passive leisure activities, crochet produces both an experience and a tangible outcome.

Through repeated practice, individuals create visible evidence of progress, which may contribute to experiences of competence, achievement and continued engagement.Crochet is also highly adaptable, requiring relatively accessible materials and allowing participation across different settings and levels of ability. However, crochet is not inherently therapeutic; rather, its value is shaped by individual meaning, personal circumstances, learning experiences and social context.

Current Evidence on Yarn Crafts and Wellbeing

Research exploring textile crafts has identified consistent associations between participation and self-reported experiences of relaxation, stress reduction, enjoyment and emotional wellbeing. Qualitative studies suggest that individuals often use crochet and related crafts as opportunities for focused attention, creativity, personal achievement and managing everyday demands.

Large-scale surveys have similarly reported positive associations between yarn craft participation and perceived calm, mood and cognitive engagement (Riley, Corkhill, & Morris, 2013; Burns & Van Der Meer, 2020). Community-based craft participation has also been linked with opportunities for social connection and reduced isolation.One proposed explanation for these experiences is psychological flow (Csikszentmihalyi, 1997). Flow describes a state of deep engagement occurring when an activity provides clear goals, immediate feedback and an appropriate balance between challenge and skill.

Crochet may support flow-like experiences through its combination of repetition, problem-solving and visible progress.However, existing research remains largely based on self-reported experiences, and further investigation is required to understand the processes through which creative occupations may influence wellbeing.

Mindfulness, Attention and Creative Engagement

Participants in craft research frequently describe experiences resembling aspects of mindfulness, including focused attention, sensory awareness and temporary reduction in mental distraction. Rather than formal meditation practices, these experiences emerge through active engagement with materials, movement and creative processes.Mindfulness is commonly defined as purposeful attention to present-moment experience with an attitude of openness and non-judgement (Kabat-Zinn, 1990).

Contemporary occupational perspectives suggest that mindful states may also occur through everyday meaningful occupations that require sustained attention and sensory engagement. Crochet may provide opportunities for this form of attentional engagement through activities such as counting stitches, following patterns and focusing on tactile sensations.

However, these experiences should not be interpreted as evidence that crochet functions as a clinical mindfulness intervention. Instead, crochet may represent one occupation through which individuals experience present-moment focus and attentional regulation.

Learning, Confidence and the Importance of Context

Although existing research has primarily explored experienced crocheters, less is known about how adults experience learning crochet as a new occupation. Developing a new skill involves more than technical learning; it requires confidence-building, persistence, adaptation and opportunities to practise within a supportive environment.The learning context may therefore influence how individuals engage with a new occupation.

Psychologically safe environments, where mistakes are viewed as part of learning rather than failure, may encourage experimentation, confidence and continued participation. Person-centred teaching approaches that recognise individual needs and learning preferences may further support engagement.These considerations are particularly relevant within social prescribing, where individuals may enter community activities with limited confidence, previous negative experiences of learning or concerns about participation.

Understanding the influence of supportive learning environments is therefore important when designing accessible creative health opportunities.

Research Gap

Current evidence suggests that experienced crocheters associate crochet with relaxation, focused attention, creativity and wellbeing. However, limited research has explored how adults experience learning crochet for the first time within a structured community programme designed to support confidence and reflective practice.

Furthermore, few studies have combined large-scale survey data from experienced makers with qualitative accounts exploring the development of a meaningful occupation during the learning process.This study addresses this gap by combining quantitative survey responses from 840 adult crocheters with qualitative reflections from beginner learners participating in the Calm With Yarn programme.

The study explores crochet as a meaningful occupation, examining participants’ reported experiences of relaxation, attentional focus, emotional wellbeing, self-care and creative participation.By considering both the activity and the context in which learning occurs, this research contributes to discussions surrounding occupational science, creative health and social prescribing.

3. Methods

Study Design

This study adopted a mixed-methods design to explore participants' reported experiences of crochet in relation to relaxation, attentional focus, emotional wellbeing and self-care. A mixed-methods approach was selected to provide both breadth and depth of understanding. Quantitative survey data explored patterns across a large sample of experienced crocheters, while qualitative data examined how adults experienced learning crochet within a structured community programme.

The integration of quantitative and qualitative methods enabled participant-reported outcomes to be considered alongside detailed individual accounts of the learning experience, providing a richer understanding than either method alone.

Setting

The study was undertaken within a community wellbeing context as part of the Calm With Yarn programme, in partnership with Creative Darlington, Darlington Borough Council. The programme aimed to introduce adults to crochet within a supportive learning environment that encouraged creativity, confidence and participation in meaningful occupation.

Sessions were delivered in an accessible community venue and focused on beginner crochet skills, allowing participants to learn at their own pace while receiving individual guidance and encouragement.

Participants

Quantitative Survey

The quantitative component included (fluctuating) 840 adults who self-identified as crocheters. Participants were recruited through online crochet communities and social media platforms. Participation was voluntary, and respondents completed an anonymous online questionnaire exploring their experiences of crochet.

Eligibility criteria required participants to:

be aged 18 years or over;
have previous experience of crochet; and
provide informed consent before accessing the survey.

The survey sought participants' perceptions of crochet in relation to relaxation, concentration, emotional wellbeing, self-care and everyday participation. As participation was voluntary, the sample should be considered a convenience sample and may over-represent individuals with positive experiences of crochet.

Beginner Learners

The qualitative component involved 10 adult beginner learners enrolled on the Calm With Yarn programme.

Participants had little or no previous crochet experience and attended a structured beginner programme delivered over 10 weeks. Recruitment reflected typical community participation rather than clinical referral, and no participant was excluded on the basis of previous health conditions provided they wished to participate and were able to provide informed consent.

Reflective questionnaires were completed before and after the programme, with eight participants returning sufficient data for inclusion within the thematic analysis.

The Educational Programme

To ensure consistency throughout the beginner programme, all participants received identical learning resources and experienced the same structured educational approach.

The intervention consisted of:

standardised learning resources containing all materials required to complete the programme;
individual tuition delivered using a person-centred teaching approach;
opportunities for independent practice between sessions;
reflective journaling to encourage participants to consider both their learning and personal experiences; and
a supportive learning environment that encouraged experimentation, problem solving and learning without fear of judgement.

The standardised learning resources were based on the researcher's Beginners Mindful Moments Crochet Bundle. Their purpose within the study was not to evaluate the learning resources themselves but to reduce practical barriers to participation and ensure that each beginner commenced the programme with identical materials and guidance. This approach supported consistency across participants while allowing the research to focus on participants' experiences of learning crochet.

Data Collection

Quantitative Survey

Quantitative data were collected using SurveyMonkey. The questionnaire consisted of demographic questions together with Likert-scale items exploring participants' reported experiences of crochet, including relaxation, stress, concentration, emotional wellbeing, mindfulness, self-care and creative engagement.

Responses were collected anonymously, with informed consent obtained electronically before participants accessed the survey questions.

Qualitative Data

Qualitative data were collected through reflective questionnaires completed by beginner learners during the programme.

Participants were invited to describe their experiences of learning crochet, including emotional responses, confidence, challenges, achievements and perceived changes throughout the learning process.

The use of reflective questionnaires allowed participants to record their experiences in their own words while reducing the potential influence of researcher interpretation during data collection.

Data Analysis

Quantitative Analysis

Survey responses were analysed using descriptive statistics.

Frequencies and percentages were calculated to summarise participants' reported experiences across each survey item. Inferential statistical analysis was not undertaken because the study was exploratory and sought to describe participant-reported experiences rather than establish causal relationships or test predetermined hypotheses.

Qualitative Analysis

Qualitative data were analysed using reflexive thematic analysis.

Analysis followed an iterative process involving repeated reading of participant responses, initial coding, development of candidate themes, refinement of thematic groupings and production of final themes that accurately represented participants' reported experiences.

Reflexive thematic analysis was selected because it enabled detailed exploration of participants' subjective experiences while acknowledging the active role of the researcher in interpreting qualitative data.

Five interconnected themes were identified, reflecting shared experiences across the beginner learner group while recognising that individual experiences varied.

Researcher Reflexivity

The researcher occupied multiple roles within the study as programme developer, crochet educator and principal researcher. These roles provided detailed understanding of crochet education and facilitated rapport with participants. However, they also introduced the potential for researcher bias, particularly during interpretation of qualitative data.

To enhance transparency, reflexive practice was maintained throughout the study. Analytical decisions were documented, findings were grounded in participants' own words wherever possible, and both positive and challenging experiences were represented within the analysis. The study sought to explore participants' reported experiences rather than evaluate the researcher or the educational resources used within the programme.

Ethical Considerations

This research was undertaken as a community-based project authorised through Creative Darlington, Darlington Borough Council, rather than as a university-led or NHS research study. Consequently, formal approval from a university research ethics committee or NHS Research Ethics Committee was not required.

Nevertheless, the study was conducted in accordance with recognised principles of ethical research, including voluntary participation, informed consent, confidentiality, participant welfare and compliance with UK data protection legislation.

Participants were provided with information explaining the purpose of the research before participation. Consent was obtained electronically for survey participants and directly from beginner learners before participation in the educational programme and associated evaluation activities. Participation was entirely voluntary, and individuals were informed that they could withdraw from the research at any stage before anonymised analysis without providing a reason.

Given that discussions of wellbeing may occasionally prompt emotional responses, participants were able to pause or withdraw from the study at any time. Where appropriate, participants would have been signposted to relevant sources of support should participation have caused distress.

Data Management

Survey data were collected using the password-protected SurveyMonkey platform and accessed only by the researcher.

Email addresses collected for administrative purposes were not included within the analysis and were permanently deleted following completion of the project. Research data were retained only for the duration of the study before secure deletion in accordance with the principles of the UK General Data Protection Regulation (UK GDPR) and the Data Protection Act 2018.

Participant quotations included within this article have been anonymised to protect confidentiality, with any identifying information removed prior to publication.

4. Results: Quantitative Findings

Participant Characteristics

The quantitative component of the study comprised responses from approximately 840 adults with previous crochet experience. Response numbers varied slightly between survey items owing to occasional missing responses. Participants represented a broad range of crochet experience, from beginners to individuals who had crocheted for more than ten years:

(36.63%, n = 307) had been crocheting for more than ten years
21.48% (n = 180) had crocheted for between one and three years.
Participants with between five and ten years' experience represented 16.95% (n = 142) of the sample
13.37% (n = 112) had crocheted for between three and five years
11.58% (n = 97) had been crocheting for less than one year.

These findings demonstrate that the survey captured perspectives from individuals with varying levels of experience, although experienced crocheters formed the largest group.

Crochet participation was also frequent. Of the 837 respondents to this question:

39.67% (n = 332) reported crocheting on most days
28.32% (n = 237) reported crocheting every day
A further 14.58% (n = 122) crocheted three to four times per week
while 10.39% (n = 87) crocheted once or twice weekly
Only 7.05% (n = 59) reported crocheting less than once per week.

These findings indicate that crochet formed a regular part of everyday life for most respondents.

When asked about the typical duration of a crochet session:

(2.38%, n = 20) less than 30 minutes
24.43% (n = 205) spent between 30 and 60 minutes crocheting in a single sitting.
40.41% (n = 339) reported crocheting for between one and two hours, making this the most common response
26.94% (n = 226) typically crocheted for two to four hours
(5.84%, n = 49) spent more than 4 hours.

These findings suggest that participants commonly engaged in sustained periods of crochet rather than brief episodes of activity.

Reported Physical Relaxation:

Participants were asked how often they felt physically relaxed while crocheting.

Among the 838 respondents:

Over half (57.04%, n = 478) reported that they almost always felt physically relaxed when crocheting,
35.92% (n = 301) reported feeling physically relaxed often
6.44% (n = 54) selected sometimes
Fewer than 1% reported rarely (0.48%, n = 4)
never (0.12%, n = 1).

Overall, 92.96% of respondents reported feeling physically relaxed often or almost always while crocheting.

These findings demonstrate that participants commonly associated crochet with experiences of physical relaxation.

Reported Mental Wellbeing

Participants were asked whether crochet improved their overall mental wellbeing:

Of the 840 respondents, 62.38% (n = 524) reported that crochet almost always improved their mental wellbeing
32.74% (n = 275) reported that it often did so
4.64% (n = 39) selected sometimes
Two respondents indicated rarely or never (0.12% respectively).

Overall, 95.12% of respondents reported that crochet often or almost always improved their overall mental wellbeing.

As this survey explored participants' perceptions, these findings represent self-reported experiences rather than objective measures of mental health outcomes.

Reported Mental Pacing

Participants were asked whether crochet helped their minds slow down:

Nearly half of respondents (47.91%, n = 402) reported that crochet helped their minds slow down very much
37.54% (n = 316) stated that it did so completely
A further 11.08% (n = 93) selected moderately
(2.86%, n = 24) chose a little
or not at all (0.60%, n = 5). Overall, 85.45% of participants reported that crochet helped their minds slow down very much or completely.

Reported Experiences of Flow:

Participants were asked whether crochet helped them enter a focused or "flow" state in which they lost track of time.

Among the 843 respondents:

45.83% (n = 388) reported experiencing this very often
34.76% (n = 292) reported experiencing it often
A further 16.55% (n = 139) selected sometimes
While only small numbers reported rarely (2.26%, n = 19) or never (0.60%, n = 5).

Overall, 80.59% of respondents reported entering a focused or flow state often or very often while crocheting.

Reported Crochet as a Coping Strategy:

Participants were asked whether they used crochet to help cope when they felt stressed or anxious.

Of the 838 respondents:

40.46% (n = 339) reported often using crochet as a coping strategy
25.89% (n = 217) reported always doing so
A further 28.40% (n = 238) selected sometimes
(4.30%, n = 36) selected rarely or never (0.95%, n = 8).

These findings indicate that many participants intentionally incorporated crochet into their personal strategies for responding to stress or anxiety.

Reported Perceived Stress Following Crochet:

Participants were asked how their stress levels usually felt after crocheting.

Among the 843 respondents:

62.02% (n = 521) reported that their stress levels were much lower after crocheting
33.93% (n = 286) reported that they were slightly lower
Only 3.57% (n = 30) reported no change
and four respondents (0.48%) reported feeling slightly or much more stressed after crocheting.

Overall, 95.95% of respondents described their stress levels as lower after crocheting.

Summary of Quantitative Findings:

Across all survey questions, respondents consistently described positive experiences associated with crochet. High proportions of participants reported physical relaxation, improvements in perceived mental wellbeing, reduced mental pacing, experiences of focused attention, and lower perceived stress following crochet. Many respondents also described using crochet intentionally as part of their personal coping strategies during periods of stress or anxiety.

As this was a cross-sectional survey based on self-reported experiences, these findings describe participants' perceptions and should not be interpreted as demonstrating causal relationships between crochet participation and health outcomes.

10 Beginner Crochet Learners

The quantitative component consisted of a pre-intervention survey completed by 10 beginner crochet learners. This survey explored participants’ existing experiences of relaxation, attention, digital habits, creative engagement, emotional wellbeing, and current strategies for managing stress. The purpose of collecting baseline data was to understand participants’ starting points before engaging with the Calm With Yarn programme.

The qualitative component consisted of reflective responses collected at the end of the final session. Eight participants provided written reflections describing their personal experiences of crochet, including perceived changes in relaxation, emotional regulation, attentional focus, self-care, and their experience of learning within a supportive environment. All quotations presented within this Section are reproduced verbatim from participant responses, with permission, and participant identities have been protected.

The findings presented represent individual participant experiences and self-reported perceptions. They should not be interpreted as evidence of universal outcomes or clinical effectiveness. Instead, they provide insight into how participants experienced crochet as a potentially regulating occupation within this specific learning context.

Overall, the baseline findings indicated that participants entered the programme with limited access to regular relaxation, creative activity, and effective strategies for managing stress. Many participants reported frequent experiences of stress, mental exhaustion, difficulty maintaining attention, and negative impacts associated with digital habits.

Reported Experiences of Relaxation and Calm

Participants were asked how often they experienced feelings of relaxation and calm within their daily lives.

The responses demonstrated that regular feelings of calm were uncommon within this group.

(n = 0) reported feeling calm often
(n = 2) reported sometimes feeling calm
(n = 5) reported rarerly feeling calm
(n = 3) reported never feeling calm

These responses indicate that, prior to learning crochet, most participants experienced limited regular opportunities to access feelings of calm within their daily routines.

Reported Attention and Experiences of Distraction

Participants were asked whether they were able to focus on tasks without frequent distraction.

(n = 7) reported that they were unable to focus on tasks without frequent distraction
(n = 3) reported being able to maintain focus.

This suggests that difficulties with sustained attention were a common experience among participants before beginning the programme.

Reported Digital Habits and Mood

Participants were asked whether they felt their digital habits negatively affected their mood. All participants reported some level of negative impact associated with digital habits.

(n = 5) reported always feeling a level of negative impact associated with digital habits
(n = 2) reported often feeling a level of negative impact associated with digital habits
(n = 3) reported sometimes feeling a level of negative impact associated with digital habits

No participants selected “rarely” or “never”, suggesting that problematic or unwanted digital engagement was a common experience within this learner group.

Reported Access to Creative Activities

Participants were asked how often they found time for personal creative activities within their weekly routine.

None of the participants reported engaging in creative activities “always”, “often”, or “sometimes”. Five participants reported engaging in creative activity “rarely”, while five reported “never”.

(n = 5) reported never finding time for personal creative activities within their weekly routine
(n = 5) reported rarerly finding time for personal creative activities within their weekly routine

These findings demonstrate that all participants reported limited engagement with creative occupations before starting the crochet programme.

Reported Experiences of Mental Exhaustion

Participants were asked how often they felt mentally drained at the end of the day.

(n = 6) felt mentally drained always at the end of the day
(n = 3) felt mentally drained often at the end of the day
(n = 1) felt mentally drained sometimes at the end of the day

No participants selected “rarely” or “never”, indicating that experiences of mental exhaustion were consistently present within this cohort.

Reported Experiences of Stress, Anxiety or Low Mood

Participants were asked how frequently they experienced stress, anxiety, or low mood.

(n = 7) reported experiencing these difficulties every day
(n = 3) reported experiencing them several times per week.

All participants reported experiencing stress, anxiety, or low mood at least several times per week, with the majority reporting daily experiences.

Reported Current Stress Management Strategies

Participants were asked how effective they felt their existing strategies were for managing stress or anxious thoughts.

(n = 2) described their strategies as somewhat effective
(n = 4) participants selected neutral
(n = 3) participants reported that their strategies were not very effective

One response was not recorded within the available dataset.Responses indicated uncertainty and limited confidence in existing coping approaches

Summary of Baseline Findings

The pre-programme survey identified a learner group experiencing significant barriers to accessing calm, creativity, sustained attention, and effective self-regulation strategies.

Prior to beginning crochet lessons:

80% of participants reported rarely or never feeling relaxed and calm.
70% reported difficulties focusing without frequent distraction.
100% reported that digital habits negatively affected their mood at least sometimes.
100% reported rarely or never engaging in creative activities.
90% reported feeling mentally drained often or always.
100% reported experiencing stress, anxiety, or low mood at least several times per week.
Most participants reported uncertainty regarding the effectiveness of their existing stress-management strategies.

These baseline findings provide context for understanding the subsequent qualitative reflections. Participants entered the Calm With Yarn programme with limited access to creative occupations and reported difficulties associated with stress, attention, emotional wellbeing, and personal time. The following sections explore how participants described their experiences of crochet participation and the learning environment following completion of the programme.

Qualitative Findings: Thematic Analysis of Learner Reflections

The qualitative component of the study explored participants lived experiences of learning crochet through the Calm With Yarn programme. Eight participants completed the final reflective questionnaire, providing written accounts of how crochet was experienced physically, emotionally, cognitively, and personally.

Thematic analysis was undertaken following the principles outlined by Braun and Clarke (2006), involving familiarisation with the data, identification of initial patterns, development of themes, and refinement of themes across participant responses. Analysis generated five overarching themes:

Physiological Relaxation and Reduced Physical Tension
Cognitive Quietening, Attentional Focus and Flow
Reduced Digital Engagement Through Occupational Substitution
Self-Efficacy, Identity and Personal Achievement
The Importance of the Learning Environment and Relational Support

These themes represent recurring patterns within participant accounts. While participants described positive experiences associated with crochet participation, these findings reflect individual perceptions within the context of this specific programme and should not be interpreted as evidence of clinical outcomes.

Physiological Relaxation and Reduced Physical Tension

A prominent theme across participant reflections was the experience of physical relaxation following crochet participation. Participants frequently described arriving at sessions experiencing physical tension, anxiety, exhaustion, or a heightened state of alertness, followed by feelings of increased calm and bodily relaxation.

Participant 1 described experiencing tension before crochet and identified crochet as helping them: “I would say normally I feel a little tense, and crochet helps calm and ground me in that moment.”
Several participants described noticeable changes within their bodies during or after crochet. Participant 3 described a reduction in physical anxiety responses: “My shoulders definitely drop. I don't always pay attention to my breathing, but I notice that the tight, jittery feeling in my stomach starts to melt away after a few rows.”
Participant 5 identified a reduction in physical tension during sessions: “I can feel my jaw unclenching as the session goes on.”

Participants also described crochet as providing a physical focus that appeared to interrupt experiences of heightened stress.

Participant 4, who described living with a constant state of alertness, reflected: “I live in a constant state of high alert due to past trauma, so my muscles are always braced for impact. Beforehand, I feel exhausted from that constant vigilance. Afterwards, I feel a physical softness in my body that is very rare for me.”
Participant 8 similarly described a perceived relationship between anxiety, physical discomfort, and crochet participation: “Pain makes me anxious, and anxiety makes my pain worse. Before I met Sarah and went into the first session I was stiff, achy, and anxious, mentally knackered from fighting it. Afterwards, the mental distraction actually reduces my perception of physical pain. I don't know how but it does.”

Across these accounts, participants commonly associated crochet with reduced physical tension, increased bodily awareness, and a sense of settling or grounding. The repetitive physical movements involved in crochet appeared to be experienced as a calming sensory activity.

Cognitive Quietening, Attentional Focus and Flow

A second strong theme related to changes in participants’ mental experiences while crocheting. Participants frequently described crochet as helping to reduce mental overload, slow racing thoughts, and provide a manageable focus for attention.

Participant 1 described crochet as reducing the intensity of competing thoughts: “I think my mind is always ticking away, but crochet makes the thoughts seem less loud.”
Participant 3 similarly explained that crochet narrowed their attention from overwhelming thoughts towards a single, manageable activity: “Instead of trying to process a thousand thoughts at once, my focus narrows down to the hook, the yarn, and the immediate row. It shrinks the universe down to something manageable.”
Participants also described experiences consistent with becoming deeply absorbed in the activity. Participant 5 reflected: “I’ll look up and realise an hour has flown by, and for that entire time, I wasn't thinking about a single deadline. It feels like a mini-holiday for my brain.”
Similarly, Participant 8 described entering a state of focused attention: “I completely enter a flow state. The rest of the world just fades into the background for a little while, which is a rare luxury when you live with trauma and Chronic Illnesses and disabilities.”

The repetitive and structured nature of crochet was also identified as an important factor.

Participants described counting stitches, repeating movements, and following patterns as creating a focus that supported staying present. Participant 3 stated: “Counting the stitches keeps me entirely in the present moment, if I start worrying about tomorrow, I lose count, so it forces me back to the now."
Participant 6 similarly highlighted the predictable nature of crochet: “I love the physical repetition; it feels very safe and predictable.”

These accounts suggest that participants experienced crochet as an occupation that supported attentional regulation by providing structured sensory and cognitive engagement.

Reduced Digital Engagement Through Occupational Substitution

Participants frequently discussed crochet as providing an alternative to passive digital activities, particularly scrolling on mobile phones.

Several participants described replacing unwanted screen use with crochet as a more intentional form of rest or self-care. Participant 1 explained: “It feels good to have crochet as a mindfulness practice I can pick up instead.”
Participant 3 described a significant change in their response to anxiety: “Instead of picking up my phone to doom-scroll when I'm anxious, I reach for the project bag Sarah gave me. It feels like active self-care rather than passive numbing out.”
Participant 4 similarly described crochet replacing evening phone use: “It has replaced my evening phone scrolling entirely. My screen used to feed my anxiety and trigger me; the yarn settles me.”
Participant 6 described developing a different relationship with quiet time: “It's taught me how to sit with myself quietly without needing a digital distraction.”
This theme was also reflected by Participant 5, who described crochet as providing an alternative after extensive screen-based work: “I’m on screens 10 hours plus a day for work, so having a physical hobby has been a godsend. I rarely touch my phone while my project is out.

Participants therefore described crochet not necessarily as eliminating digital use completely, but as providing an alternative occupation that could be selected during moments when they previously engaged in unwanted scrolling.

Self-Efficacy, Identity and Personal Achievement

A further theme identified within participant reflections was the development of confidence, achievement, and changes in self-perception. Participants described learning crochet as more than acquiring a practical skill; it represented evidence that they could persist, learn, and complete something meaningful.

Participant 1 reflected on overcoming previous beliefs about their ability: “This crochet journey has been a massive undertaking for me. I get frustrated easily with myself, so to keep coming back to it after struggles is a way of proving to myself that I can try (and succeed!) at new things.”
Participant 3 described a shift in their perception of their own abilities: “I used to think I was too anxious of a person to ever sit still long enough to craft. Learning this has completely shattered that self limiting belief.”
Participant 6 similarly described increased confidence: “Learning this has shown me that I am capable of learning new things, even when my mental health tries to tell me I'm useless.”

Participants also described completed projects as representing personal meaning beyond the object itself.

Participant 7 described crochet as something belonging specifically to them: “It’s a little thing that is just mine, completely separate from being a mum or running a household.”
Participant 8 described their project as representing personal reconstruction: “It means I have a way of chilling without guilt and if my friends knew this was me writing this they would be shocked becasue I don't rest, ever.”

These accounts indicate that participants experienced crochet as supporting feelings of competence, ownership, and personal identity development.

The Importance of the Learning Environment and Relational Support

A final theme concerned the importance of the teaching relationship and the environment in which crochet was learnt. Participants consistently highlighted that their experience was shaped not only by the activity of crochet itself but also by the supportive, individualised approach within the sessions.

Participant 1 described the importance of encouragement when experiencing difficulty: “I have no doubt that I wouldn't have continued after my frustrations if not for Sarah. Her calm, supportive encouragement is the reason I kept going when I stopped believing in myself.”
Participant 3 similarly described the impact of a supportive learning environment: “She creates a space where it is entirely safe to fail, which is something I desperately needed.”
Participants described the sessions as emotionally supportive as well as educational. Participant 5 stated: “The "Calm with Yarn" sessions became the oasis of my week. Sarah is an incredible teacher and is very realistic about life, not judgemental, she is so inspiring.”
Participant 7 highlighted the wider impact of feeling supported: “You think you are just learning crochet but you aren't. you are learning so much about yourself.”
Participant 8 also emphasised the importance of adaptation and responsiveness: “She notices when I start to get frustrated or the pain comes. Having her as a guide made me feel safe enough to stick with it.”

Across participant accounts, the relational aspect of learning was repeatedly identified as contributing to feelings of safety, confidence, and willingness to continue when challenges arose.

Summary of Qualitative Findings

The qualitative findings demonstrate that participants experienced crochet as a meaningful occupation associated with perceived changes across several areas of wellbeing. Five interconnected themes were identified: physiological relaxation, cognitive quietening and attentional focus, reduced digital engagement, increased self-efficacy, and the importance of a supportive learning environment.

Participants consistently described crochet as providing a structured, sensory, and creative activity that supported moments of calm, focus, and personal achievement. Importantly, participants’ reflections highlighted that the experience was not solely attributed to crochet as an activity, but also to the context in which it was introduced: through individualised teaching, encouragement, and a psychologically supportive environment.

The following section will integrate these findings with the quantitative results and explore how the mixed-methods data contributes to understanding crochet as a potentially regulating occupation.

Integration of Quantitative and Qualitative Findings

The purpose of this mixed-methods study was to explore participants’ reported experiences of crochet as a potentially regulating occupation. The quantitative and qualitative findings provide complementary perspectives, with the baseline survey highlighting participants’ starting points before engaging with the Calm With Yarn programme, and the qualitative reflections exploring how participants experienced crochet following participation.

When considered together, the findings demonstrate a consistent pattern across both datasets. Prior to beginning the programme, participants reported limited experiences of relaxation, reduced access to creative activities, difficulties with attention, frequent experiences of stress or low mood, and uncertainty regarding existing strategies for managing emotional wellbeing. Following participation, participants described crochet as providing opportunities for calm, focus, self-care, and personal achievement.

The integration of findings is presented across the key areas identified within the research questions: emotional regulation, attentional regulation, digital engagement, creative occupation, and the role of the learning environment.

Emotional Regulation and Experiences of Calm

The baseline survey indicated that participants entered the programme experiencing limited access to feelings of calm and relaxation. Eight out of ten participants reported feeling relaxed and calm either rarely or never, while all participants reported experiencing stress, anxiety, or low mood at least several times per week.

The qualitative findings reflected a perceived change in participants’ emotional experiences following engagement with crochet. Participants frequently described crochet as helping to reduce feelings of overwhelm and creating a sense of emotional settling.

For example, Participant 2 described the effect of crochet following periods of stress: “I usually feel quite stressed with the overwhelm of life in general, being a busy mum of three and running my own business, together with also having my own health concerns. After time crocheting, I feel relaxed and like I have been able to clear my mind slightly for a short period of time.”
Similarly, Participant 3 described a reduction in the intensity of anxious thoughts: “Before a session, my mind is usually a chaotic mess of "what-ifs" and my chest feels incredibly tight. Afterwards, it's like someone turned the volume down on the world.”

These accounts correspond with the baseline findings, suggesting that participants who initially reported difficulties accessing calm experienced crochet as providing moments of reduced overwhelm and emotional regulation.

Attention, Mental Pacing and Cognitive Quietening

Difficulties with attention were evident within the baseline survey, with seven participants reporting that they were unable to focus on tasks without frequent distraction.

The qualitative responses provided insight into how participants experienced crochet in relation to attention. Rather than describing crochet as eliminating thoughts completely, participants commonly described a change in the intensity, pace, or prominence of thoughts.

Participant 1 stated: “I think my mind is always ticking away, but crochet makes the thoughts seem less loud."
Participant 5 similarly described a slowing of internal mental activity: “It completely slows down my internal pacing. My thoughts go from a sprint to a walk.”

Participants also identified specific features of crochet, including repetition, counting, and focusing on individual stitches, as supporting attention in the present moment.

Participant 3 explained: “Counting the stitches keeps me entirely in the present moment, if I start worrying about tomorrow, I lose count, so it forces me back to the now.”

The combination of baseline attention difficulties and subsequent reports of increased focus suggests that participants experienced crochet as an occupation that provided structured attentional engagement.

Creative Engagement and Occupational Participation

The baseline survey demonstrated that participants had limited involvement in creative occupations prior to the programme. All participants reported engaging in personal creative activities either rarely or never.

Following participation, however, participants described crochet as becoming a meaningful personal activity rather than simply a newly acquired practical skill. Several participants described the importance of having an activity that belonged to them and provided a sense of purpose.

Participant 7 reflected: “It’s a little thing that is just mine, completely separate from being a mum or running a household"
Participant 1 described crochet as a daily form of self-care: “I try and do a little bit every day.”

Participants also described the process of creating an object as contributing to feelings of achievement and progress.

Participant 7 stated: “Finishing a project gives me a burst of genuine pride.

These findings suggest that introducing crochet provided participants with access to a creative occupation that was previously absent from their routines.

Digital Habits and Alternative Forms of Rest

The baseline survey indicated that digital habits were negatively affecting participants’ mood. All participants reported that digital engagement had a negative impact at least sometimes, with half reporting this occurred always.

Within the qualitative responses, participants frequently described crochet as offering an alternative to passive digital activities, particularly during periods of stress or when seeking rest.

Participant 3 described this transition: “Instead of picking up my phone to doom-scroll when I'm anxious, I reach for the project bag Sarah gave me. It feels like active self-care rather than passive numbing out.”
Participant 6 similarly explained: “It's taught me how to sit with myself quietly without needing a digital distraction.”

These reflections suggest that participants experienced crochet as an alternative occupation that could replace unwanted digital behaviours with a more intentional and active form of rest.

Self-Efficacy and Confidence Development

The baseline findings demonstrated that participants entered the programme with limited creative engagement and varying confidence in their existing coping strategies. The qualitative data highlighted a perceived increase in confidence and personal achievement through learning crochet.

Participants frequently described overcoming previous beliefs about their own abilities.

Participant 1 reflected: “To keep coming back to it after struggles is a way of proving to myself that I can try (and succeed!) at new things.”
Participant 6 similarly described crochet as challenging previous negative beliefs: “Learning this has shown me that I am capable of learning new things, even when my mental health tries to tell me I'm useless.”

This theme indicates that the value of crochet extended beyond relaxation. Participants described the learning process itself as contributing to confidence, persistence, and a revised perception of their own capabilities.

The Role of Context and Relational Support

An important finding from the qualitative data was that participants consistently identified the teaching environment as an important part of their experience. While crochet itself was described as beneficial, participants repeatedly emphasised the influence of the one-to-one, supportive learning approach.

Participant 1 explained: “Her calm, supportive encouragement is the reason I kept going when I stopped believing in myself.
Participant 8 highlighted the importance of adapting teaching to individual needs: “She notices when I start to get frustrated or the pain comes. Having her as a guide made me feel safe enough to stick with it."

This finding suggests that the occupation of crochet cannot be separated from the environment in which it was introduced. Participants’ experiences appeared to be influenced by the combination of a repetitive creative activity and a supportive, individualised learning relationship.

Overall Mixed-Methods Interpretation

The integration of the quantitative and qualitative findings demonstrates convergence between participants’ reported challenges before beginning the programme and their reported experiences afterwards.

The baseline survey identified a cohort experiencing:

limited regular experiences of calm;
high levels of reported stress, anxiety, or low mood;
difficulties with attention;
minimal engagement in creative activities;
negative experiences associated with digital habits.

The qualitative findings demonstrated that participants experienced crochet as providing:

opportunities for relaxation and physical settling;
a structured focus for attention;
reduced reliance on passive digital activities;
meaningful creative engagement;
increased confidence and self-efficacy;
a supportive environment for learning and personal growth.

Together, these findings suggest that within this small learner cohort, crochet was experienced as a potentially regulating occupation that supported moments of calm, attention, creativity, and self-care. However, the findings represent participant-reported experiences within one specific programme and should be interpreted as exploratory rather than evidence of clinical effectiveness.

The following Section will discuss these findings in relation to existing literature, occupational science perspectives, mindfulness, nervous system regulation, and the wider role of creative occupations in wellbeing.

Implications for Practice and Recommendations

The findings from this study suggest potential relevance for creative occupations within wellbeing-focused practice. Participants described crochet as an accessible and meaningful activity that supported experiences of relaxation, focused attention, self-care, creativity, and personal achievement.

However, these findings should be interpreted as participants’ reported experiences rather than evidence that crochet functions as a clinical intervention.The study highlights that the potential wellbeing value of crochet may arise from an interaction between the occupation itself and the context in which it is experienced.

The repetitive movement, sensory qualities, creative process, and opportunity for achievement appeared to contribute to participants’ experiences; however, participants also consistently identified the importance of a supportive, individualised learning environment.

Considerations for Creative Wellbeing Programmes

The findings suggest several considerations for practitioners, educators, and community organisations developing creative wellbeing opportunities.

Creating psychologically supportive environments

Participants identified the importance of feeling comfortable, encouraged, and able to make mistakes without judgement. The learning environment appeared to influence participants’ confidence and willingness to continue when challenges occurred.Creative wellbeing programmes may therefore benefit from approaches that prioritise:

encouragement and reassurance;
acceptance of different learning speeds;
flexibility in teaching methods;
accessibility for different needs and abilities.

Recognising individualised participation

Participants experienced crochet differently depending on their personal circumstances, confidence levels, and reasons for engaging. The findings suggest that creative activities may be most meaningful when individuals are able to participate at a pace and level appropriate to their own needs.A structured but flexible approach may help individuals develop confidence while reducing potential frustration associated with rigid expectations.

Supporting active forms of rest and self-care

A recurring finding was that participants experienced crochet as a form of active rest. Rather than describing rest as inactivity, participants described crochet as an intentional activity that allowed them to pause, focus attention, and engage in something personally meaningful.This suggests that wellbeing approaches may benefit from recognising that restorative activities are not always passive and that meaningful occupation can form part of an individual’s self-care practices.

Potential Relevance to Social Prescribing and Community Wellbeing

The findings may have relevance for community wellbeing initiatives, including social prescribing approaches that consider creative occupations as potential sources of meaningful engagement.Participants described crochet as particularly valuable in relation to:

developing creative engagement where previous participation had been limited;
providing an alternative activity during periods of stress or passive digital use;
supporting experiences of focus and present-moment awareness;
creating opportunities for achievement and personal identity.

However, further research is required before specific referral pathways or clinical recommendations can be established. Future studies should explore whether these reported experiences are consistent across larger and more diverse populations.

Conclusion

This mixed-methods study explored crochet as a potentially regulating occupation through the experiences of beginner learners participating in the Calm With Yarn programme. The study examined how crochet was experienced in relation to relaxation, wellbeing, attention, self-care, creative engagement, and personal meaning within a structured, mindfulness-informed learning environment.

The findings demonstrated that participants entered the programme reporting limited experiences of calm and relaxation, reduced engagement with creative activities, difficulties with attention, frequent experiences of stress, anxiety, or low mood, and uncertainty regarding existing strategies for managing stress.

Following participation, participants described crochet as a meaningful occupation associated with experiences of relaxation, focused attention, present-moment awareness, reduced digital engagement, self-care, confidence development, and personal achievement.

Participants identified that the experience involved more than learning a practical skill; they valued the combination of structured learning, accessible materials, creative expression, reflection, and supportive individual guidance.A key finding of this study was that the potential wellbeing value of crochet appeared to be influenced by both the occupation itself and the context in which it was introduced.

Participants consistently highlighted the importance of a person-centred approach, adaptable teaching methods, psychological safety, and opportunities to progress at an individual pace.The findings do not suggest that crochet replaces clinical interventions or provides treatment for mental or physical health conditions. Instead, they indicate that a structured, mindfulness-informed crochet approach may provide an accessible framework through which individuals can engage in meaningful occupation, creative participation, and everyday wellbeing practices.

This research contributes to wider discussions surrounding creative occupations and wellbeing by highlighting the potential importance of combining meaningful activity with supportive learning environments. It provides exploratory evidence for the continued investigation of structured creative programmes, including mindfulness-informed crochet education, as part of wider approaches to supporting wellbeing and occupational engagement.Further research using larger samples, validated outcome measures, and longitudinal approaches would strengthen understanding of these relationships.

However, the findings suggest that carefully designed creative learning experiences may offer valuable opportunities for individuals to develop confidence, reconnect with creativity, and establish personally meaningful practices that support wellbeing.

Easy read: https://www.rainbowdandelioncrochet.co.uk/blog/easy-read-calm-with-yarn-can-crochet-support-relaxation-reduce-stress-and-promote-emotional-wellbeing

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