Abstract
This article examines the impact of the neoliberal school reform climate on the practice and potential of drama therapy in schools. Based on focus group discussions and arts-based research using embodied tableaux (n = 18), this article highlights how school-based drama therapists navigate precarious presence and isolation, pressure to perform as efficient magicians and having to ‘sell’ drama therapy. The article also considers the possibilities of creative resistance using drama therapy methods.
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