ABSTRACT
Students work in ensemble modes within the drama class. Collaborative modes of learning provide students with the opportunity to evolve key social and emotional capabilities, including emotional literacy, self-regulation, problem-solving, negotiation, assertiveness and communication skills. A substantial body of research identifies that well-developed social and emotional learning programmes can lead to reductions in mental and social health problems, and improvements in self-efficacy, and learning attainment. Well-being outcomes may be valued as a secondary by-product of the drama class, or be relegated to a thematic focus within the dramatic material. However, when teachers are aware of ways in which their selection of dramatic conventions can advance the social and emotional skills that are foundational for healthy relationships, they can optimise their use of learning activities which advance both the aesthetic and the relational capabilities of their students.
