The Art of Learning: How Drama Shapes Confidence, Creativity and Critical Thinking

Drama is often misunderstood. If you’ve read my piece on Drama for disadvantage, you’ll know that too many people still see it as the subject of costumes and scripts, enjoyable but not essential. However, in every drama classroom I have had the privilege of stepping into I’ve found something far more powerful: a space where young people learn to think deeply, work collaboratively and express themselves with confidence. I believe that Drama isn’t just about performance. It’s a microcosm of what great teaching looks like.

The latest Ofsted School Inspection Handbook from 2024 (and I know that we’re all awaiting the new framework) reminds us that education should “help to engender an appreciation of human creativity and achievement” (Ofsted, 2024). That idea captures what drama education does best. It allows students to explore ideas through creativity, connection and courage. It builds understanding and empathy while encouraging curiosity. If we were to horizon scan the suggested changes to the National Curriculum, we would find creativity and inclusion at the heart. But why?

Why Drama Matters

Drama builds skills that support success across every subject. At its heart is oracy: the ability to articulate ideas clearly, listen actively and engage thoughtfully with others. Voice 21 defines oracy as “articulating ideas, developing understanding and engaging with others through speaking, listening and communication” (Voice 21, 2021). In our school, the Drama department have become champions for oracy, implementing our SHAPE framework alongside the English department. S- Speak in full sentences, H- Hands away from your mouth, A- Articulate, P- Project your voice and E- make Eye contact with your audience. Our shared belief that we do not want to love our children back into poverty enables us to use SHAPE as an opportunity to give our students a seat at the table.

This is not just “another literacy strategy” or another extra layer of learning. It is fundamental. The All-Party Parliamentary Group on Oracy found that “pupils… participating in oral language interventions make approximately five months’ additional progress… rising to six months for… disadvantaged” (APPG on Oracy, 2021). I’d go as far as saying that having the ability to cohesively articulate ideas enables students to free themselves from some of that extraneous load that they are carrying to enable them to focus on the learning. 

When students use talk to think, they don’t just repeat knowledge, they transform it. Drama offers structured opportunities for this kind of deep, social learning. Students learn to negotiate, question, evaluate and reflect. They feel safe to take risks and discover that their voices matter. The Drama teacher is imperative in creating this safety net, but well-structured oracy allows for all teachers to participate in risk taking. For many, especially those who find writing a barrier, this is where they first experience genuine academic confidence.

Transferable Skills: What Drama Teaches Beyond the Stage

Drama is a rehearsal for life. It helps young people develop a blend of confidence, creativity and critical thinking that benefits them far beyond the classroom. I know that without my drama teacher (shout out, Jonesy) I would not have dreamt of leaving the confines of the London Borough of Hillingdon.

The OECD (2023) reports that “creative thinking is consistently named among the top skills that employers value.” Those same skills are rehearsed every day in drama lessons. Students learn to approach problems from multiple perspectives, to test and refine ideas, and to communicate clearly.

This fits perfectly with Ofsted’s focus on breadth and ambition. The 2023 Research Review Series: Art and Design notes that “a high-quality education consists of pupils being taught a full range of subjects for as long as possible” (Ofsted, 2023). Drama deepens learning by connecting knowledge to experience. It turns information into insight. In my eyes, Drama is not optional, it cannot be seen as a nice to have. For most pupils, it is a need to have.

What Drama Can Teach Every Classroom

Many of the most effective teaching strategies are things drama teachers do instinctively:

Oracy and Active Learning Drama’s oracy-based routines such as role play, hot-seating and debate can be powerful in any subject. They help students retrieve knowledge, explain reasoning and build vocabulary.

Metacognition and Reflection The rehearsal process is a model of effective learning. Students plan, try, reflect and improve. Strategies like thought tracking or peer feedback mirror what we know about how learning sticks.

Modelling and Embodied Understanding When students show as well as tell, they move from abstract ideas to concrete understanding. Physical and visual learning are key to memory and comprehension.

These are not just drama strategies. They are teaching methods that create engagement, stretch and clarity. As Ofsted’s framework reminds us, a high-quality curriculum should support “ambitious, knowledge-rich teaching” that develops curiosity and confidence (Ofsted, 2024). Drama provides a blueprint for that kind of learning.

Inclusion and Belonging

Drama also creates belonging. In every rehearsal room, every voice matters. Students who may feel overlooked elsewhere can find visibility and purpose. They learn to collaborate, lead and listen. Use of Augusto Boal’s Forum Theatre assists in this. Allowing students to become “spectators” and actively change the path a character is on is a powerful tool to be used in real life.

The Teachers’ Standards ask us to “know when and how to differentiate appropriately” (DfE, 2011/2021). Drama does this naturally. It offers multiple ways to take part, regardless of reading level, background or ability. It builds community and trust. Without set texts at Key Stage 3, we are able to actively differentiate our texts without students feeling “different” or less-than.

It’s also a question of equity. The ability to communicate, empathise and collaborate is a form of social capital. These are the very skills that open doors beyond school and help young people thrive in the world. We will not love our children back into poverty.

In conclusion

Drama doesn’t just prepare students for a stage. It prepares them for life. It teaches them to think critically, to communicate clearly and to approach challenges creatively. These are the outcomes Ofsted describes when it calls for “a curriculum [that is] ambitious and designed to give all learners… the knowledge and cultural capital they need to succeed in life” (Ofsted, 2024).

As educators, we need to protect the subjects and practices that make this possible. Drama is not a luxury. It is a cornerstone of a high-quality education that values curiosity, courage and creativity. I am proud of my subject and its power.

References

All-Party Parliamentary Group (APPG) on Oracy (2021) Speak for Change. London: APPG on Oracy. Available at: https://www.education-uk.org (Accessed: 2 November 2025).

Department for Education (DfE) (2011, updated 2021) Teachers’ Standards. London: Department for Education. Available at: https://www.gov.uk (Accessed: 2 November 2025).

OECD (2023) How Are Education Systems Integrating Creative Thinking in Schools? Paris: Organisation for Economic Co-operation and Development. Available at: https://www.oecd.org (Accessed: 2 November 2025).

Ofsted (2023) Research Review Series: Art and Design. London: Ofsted. Available at: https://www.gov.uk/government/publications/research-review-series-art-and-design (Accessed: 2 November 2025).

Ofsted (2024) School Inspection Handbook (EIF) – for use from September 2023. London: Ofsted. Available at: https://www.gov.uk/government/publications/school-inspection-handbook-eif (Accessed: 2 November 2025).

Voice 21 (2021) What Is Oracy? London: Voice 21. Available at: https://voice21.org (Accessed: 2 November 2025).