Examining the impact of drama-based sessions on the social emotional well-being of Autistic pupils in a special school: A multi-informant qualitative study

Abstract

Drama is a subject through which pupils can explore and develop their social learning. Previous research into drama-based pedagogy has predominantly centred on outcomes that benchmark Autistic socialising against non-Autistic standards. This corrective ideology has been critiqued in the light of emerging research into the damaging impact of masking on Autistic psychological health, the increased recognition of diversity within social intelligence, and in view of Autistic people's lived experiences of approaches that promote a normative agenda. In response, we examined the potential of a drama programme – Northern Line Laughs (NLL) – that replaces corrective social skill outcomes with a more affirmative approach centred on nurturing social emotional well-being. A multi-informant qualitative study was used to examine the potential utility of NLL in supporting the social emotional well-being of four Autistic pupils educated at an autism-specific special school in London, England. Interview data from the four pupils and five of their staff members were triangulated with observational data on the pupils and analysed using reflexive thematic analysis. Results highlighted how the dramatic principles of play, openness and togetherness could positively contribute to Autistic pupils' experiences of social emotional well-being. Results resonate with both previous research in this area and broader neurodiversity-affirming literature. The project's inclusion of Autistic pupils with complex learning, sensory and regulatory support needs, including those who are non-speaking, also challenges theoretical assumptions that drama-based programmes are not suitable for this population.