About one in six children live in areas of conflict globally, with significant impact on mental health, behaviour, and life outcomes.1 Research on ways to help prevent and reduce suffering is paramount, yet assessing the impact of interventions on children in conflict contexts is challenging, beset with ethical, cultural, and psychometric difficulties.2 This practice report shares and reflects on the strategy developed to evaluate the impact of an arts intervention in the Kashmir Valley. This is a highly militarised area, where children were regularly exposed to violence, protests, and lockdowns, which severely impacted education and family life. In June 2020, conditions were compounded by the restrictions imposed by COVID-19. The arts-based intervention was conducted in one school and ran throughout the academic year (from August 2020). Thirty children (aged 10–15) were referred by the school to participate in a programme that was integrated into the curriculum. It included a range of art activities designed to enable expression and improve wellbeing, led by an artist and art therapist.