Creating an inclusive community in your school through Barrier-Free Theatre (original) (raw)

The COVID-19 pandemic raised concerns that academic skills would wither away during the lockdown and with it, social-emotional skills. This is assumed to be as true for neurotypical students as for neurodiverse ones. When students return to their schools, how will they function again in their social environment? The key to addressing the transition back to the “new normal” is the arts, which encompass the whole child: cognition, emotions, social, and physical aspects. This article highlights how creating Barrier-Free Theatre programs that include drama, music, dance, art, and creative writing could help all students regain the academic progress they have lost, and with the support of creative arts therapists, could lead to the blossoming of a welcoming and inclusive school community in which everyone, regardless of difference, is valued for their innate creativity and human spirit. Barrier-Free Theatre can be integrated in classroom curricula, after-school programs, or with community-school partnerships. Creative arts therapists approach students from a strengths-based perspective. Participants are provided the opportunity to make choices, be respected, and learn through solving problems together. This holistic group process allows the arts to heal trauma and disconnection, while enhancing executive functioning and social-emotional connections. Including creative arts therapies in schools are crucial in our technological, disconnected world; we share how this could be done. KEY WORDS: accessibility, creative arts therapies, drama therapy, executive functions, holistic education, inclusive education, neurodiverse students, neurotypical students, social-emotional skills, strengths-based perspective.