Abstract
Systematic assessment of processes and outcomes of drama therapy programmes in school settings is essential to effective practice. Drawing on previously published and current evaluations of ENACT’s programmes in New York City public schools, this article provides a narrative account of a three-stage process of evaluation. This account emphasizes how evaluation served to reinforce and articulate core elements of the programme, prompt the creation of structured curricula and workshops, and acknowledge of how ENACT’s programmes facilitate student growth in emotional learning and school engagement. Lessons learned and implications for programme evaluation, future research, and the role of drama therapy programmes in schools are discussed.
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