ABSTRACT
How does supervision of dramatherapy operate in a non-clinical context? To what extent are schools exploring the supervision process with their staff, or ignoring it, making its presence invisible? Does supervision have a role at all in educational settings? Can teachers be supervised using a dramatherapy supervision model? Within the stressful culture of education in the UK, how might underlying anxieties of schools, staff and young people be re¯ected within supervision? This chapter aims to explore these issues within the context of education. We hope that it will further the debate about the importance of supervision in education, and provide ideas for plotting this process more ®rmly on the educational map. Key ideas are illustrated by vignettes drawn from dramatherapists' experiences, as well as supervision sessions with staff teams, all based in inner city primary or secondary schools.
