ABSTRACT
This chapter is at once optimistic and pessimistic. It reveals how the provision of advisory teachers/teams of teachers by LEAs can ensure immensely important moral and intellectual support for classroom teachers. At the same time, however, it poses questions as to the adequacy of the level of support provided. Drama is a minority area of the curriculum in most schools, and in times of economic hardship it suffers proportionately more than the more established disciplines. LEAs will only regard it as a priority if they are convinced – by teachers – that learning through drama should be an essential part of every child’s curriculum.
