Theater as a pedagogical practice of all-round development in secondary education: qualitative investigation in a school environment
Abstract
The present study investigates the contribution of theatre, as a pedagogical practice, to the holistic development of lower secondary school students, focusing on socio-emotional, collaborative, and creative skills considered crucial for the contemporary school environment. The research was conducted in a public lower secondary school in Western Macedonia during the academic years 2023–2024 and 2024–2025, within the framework of two extracurricular school clubs: a theatre club in the first year and a creative writing club in the second, with an emphasis on self-awareness and empowerment. A total of 28 adolescent students participated. A qualitative methodology was adopted, employing participant observation, journals, reflective notes, and anonymous student narratives. Thematic analysis revealed four main axes: enhancement of socio-emotional skills, collaboration and group identity, development of creative and critical literacy, and empowerment of students’ self-perception. At the same time, challenges related to time constraints and institutional conditions were identified. The findings support the need for a more systematic integration of theatre into secondary education.