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Arts therapy is provided in most educational settings in Israel, but post‐Covid, many arts therapists working in schools resigned or took leave, and other therapists have displayed little interest in taking their place. This study explored the experiences of therapists who left the system, with the purpose of making their voices heard and promoting policy development pertaining to the employment of arts therapists in the education system. We conducted semi‐structured in‐depth interviews with 15 arts therapists who left their jobs in the school system, asking them about their initial expectations upon entering the educational system, their experiences and reactions to their work environment, and the issues prompting them to seek job opportunities elsewhere. The findings suggest that along with the need for arts therapists to be proactive and search for solutions, the Ministry of Education and Regional Support Centers need to promote flexibility in the systemic hierarchy, improve communication, and provide more supervisory evaluation and support of the system, especially during times of change and crisis. From a policy perspective, we advocate for a unique definition of arts therapists' working conditions and the provision of opportunities for career growth. [ABSTRACT FROM AUTHOR]