Access to basic education is a human right for all in Kenya. Article 43.1 of the Constitution of Kenya states that “every person in Kenya has the right to education.” Education in Kenya has been negatively impacted by the shock of COVID-19, with direct consequences for students and teachers. Prolonged school closures, home confinement, and Kenya’s inability to provide practical and accessible remote learning opportunities for most students and teachers have also adversely affected their physical and mental health. This has created an urgent need for creativity, reimagining, and innovation in a new visual art therapeutic landscape to address the omnipresent stress and anxiety from the pandemic. In this paper I conduct a descriptive case study of The Technical University of Kenya, along with a theoretical review of secondary data and literature, to explore the challenges of COVID-19 mitigation using visual arts therapy in the Kenyan education sector. I propose ways of building creative communities to help students cope and use visual arts therapy to inspire hope and promote self-expression. Various platforms, face-to-face and digital, use visual elements to support students in discovering creative ways to communicate the overwhelming experience of living through a pandemic. I argue that a well-designed, community-based visual arts program can assist students in improving their mental health, regaining a sense of control over their lives, and learning to express themselves. I show that celebrating small wins, such as learning to draw, paint, sculpt, or create ceramics or textiles, can promote a positive mental attitude.