Abstract
This paper reports on the outcomes of a major, evidenced-based program that uses drama and peer teaching to empower students to deal with conflict and bullying more effectively and become leaders in their schools. The extensive research was conducted in a range of primary and secondary schools in Australia, and was part of a larger international project using conflict resolution concepts and techniques combined with drama strategies to address cultural conflict in schools. The combination of drama and formal cross-age peer teaching emerged as highly effective strategies in empowering students to manage a range of conflicts in schools, especially bullying, and in becoming positive mentors and role models within their school communities. The research particularly revealed that operating as peer teachers enabled numbers of students to assume leadership of the entire program in their schools.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
