Young people with eating disorders in mental health inpatient and day program settings often face significant challenges, including cognitive overload, emotional dysregulation, and difficulties engaging in learning. As they transition between health-focused treatments and structured education, there is a critical need for trauma-informed strategies that integrate health, education, and wellbeing while fostering participation and readiness to learn. Traditional brain breaks, which often rely on physical movement, are not always suitable in eating disorder treatment settings where activity levels are restricted. This paper explores the use of process driven visual arts as a trauma-informed and evidence-based alternative, presenting a suite of "minds-on" brain break activities designed to reduce cognitive overwhelm, support emotional regulation, and enhance cognitive engagement. Drawing on research from arts education, mindfulness, and Mihály Csikszentmihalyi’s concept of flow, it highlights strategies such as mindful doodling, neographic art, visual journaling, collage, textile and fibre arts and reflective creative expression. By addressing the complex intersection of health, education, and trauma, visual arts-based brain breaks provide young people with eating disorders with safe, supportive opportunities to engage, reflect, and regulate. This approach not only reduces anxiety and improves learning readiness but also support sustained participation in educational programs. Participants in this session will leave with a practical bank of evidence-informed, trauma-sensitive brain break activities that can be easily implemented in mental health and educational setting as well as in the family setting. By bridging health, education, and wellbeing, these creative practices foster inclusive learning environments and empower young people with eating disorders to navigate challenges and thrive both academically and personally.