Teach Secondary 13.7

37 teachwire.net/secondary D R A M A A healing SUBJECT A ccording a ‘State of the Arts’ report published by the University ofWarwick earlier this year, arts education in England has experienced a significant decline. The number of arts teachers in English state secondary schools fell by 27%between 2011 and 2024 (from 55,000 to 40,000), while the total hours of arts teaching declined by 23% over the same period (from 501,000 to 387,000). The report’s authors put this largely down to the growing adoption of English Baccalaureate, and the government appearing to designate the arts as not ‘strategically important’, resulting in a 50% cut in funding for what are termed ‘high-cost subjects’. Work ethic I would argue, however, that ‘high cost’ – if that is indeed the case – subjects nonetheless deliver high returns on investment. During my own time as a secondary school drama teacher, I enabled my students to perform on the West End Stage, earn a GuinnessWorld Record (for being part of the largest number of students speaking Shakespeare at the same time) and perform a musical at The Edinburgh Fringe Festival. Moreover, the teamwork, the work ethic and resilience they developed will have shone on their CVs, over and above their grades. I further produced our school’s staff panto and student revues. Not only did these boost general wellbeing – vital in a profession with such high burnout rates – they also helped staff and students alike appreciate different sides (and often exceptional talents) in one another, producing a shared sense a mutual respect. Due to the nature of the subject, I would sometimes have students ‘sent to me’ for being challenging in other classes. Plus, because theatre involves performance and tech, plus costume, set design and numerous other backstage duties, there was always a place to include anyone who came throughmy door, and an opportunity for them to become a respected member of the team. Raising awareness It’s well-documented that arts programs – whether focused on creativity or performance – have numerous benefits on social inclusion and wellbeing, particularly for marginalised groups. They can also promote social inclusion by providing spaces in which individuals from diverse backgrounds can come together to connect, collaborate and learn from one another (Global Policy, 2023). The Ministry of Justice agrees that participation in arts subjects can raise awareness of social issues, give people a voice, break down barriers and foster a sense of community that works as a deterrent against crime. Arts-based skills further permeate all sorts of careers – from the ability to present and speak publicly, to the role-playing techniques used in some rehabilitation processes. Even the very act of training itself can be enhanced through learning about Augustus Boal’s ‘Experiential theatre’, and having professionals explore their responses to professional challenges in a safe space, with no ‘real world’ consequences. Achance to be heard And yet, since the 1988 Education ReformAct, drama has become ever more marginalised. It’s essential that the government recognise it’s not just confidence that’s built through engagement with the arts, but the longed-for opportunity to be heard , which psychologists recognise as being central to mental health. It’s important to note, however, that due to drama’s in-built tendency to draw out vulnerabilities from participants like no other curriculum subject, those teaching it must be equipped to deal with this. As such, for those preparing to take on the role of drama teacher there ought to be some form of additional mentoring or pastoral training, on top of the general safeguarding training that ECTs will typically attain. There’s also perhaps a case to be made for drama to form part of a new blended subject, such as the ‘Creative HealthMA’ currently being proposed by the University of Bedfordshire – under which arts professionals would be exposed to the healing power of their work, using the same tools, grounding and supervision as those trained in healthcare. Perhaps it’s time for us to stop seeing drama as ‘just’ an arts subject, and start seeing it as a healing one... ABOUT THE AUTHOR Dr Audrey Tang is the founder of the CLICK Arts Foundation (clickartsfoundation.org.uk ), as well as a psychologist and leadership author The importance of drama may have diminished in the eyes of some, but its multitudinous benefits have only become clearer over time, maintains Audrey Tang