This article examines psychological challenges in engaging students undergoing treatment in hospital education settings, particularly under ambulatory and daytime inpatient conditions. The study identifies decreased motivation, emotional instability, and social isolation as key barriers to learning. A comprehensive psychological support model based on diagnostics—such as Spielberger State-Trait Anxiety Inventory, Children’s Depression Inventory, and Parental Attitude Research Instrument (PARI)—and art therapy interventions is proposed. The paper also presents a detailed case study demonstrating step-by-step psychological intervention.