TYPE OF WORK
Drama programmes to build self-esteem and encourage peer support for both pupils and teachers within a school environment.

TARGET GROUPS
Mainstream primary, Pupil Referral Units (PRU); those at risk of exclusion; young people up to the age of 18

GEOGRAPHICAL CONTEXT
UK, Central and Eastern Europe

COMPANY POLICY
The Equal Voice programme aims to develop emotional expression and well-being and self-esteem in a group setting. The programme includes resource materials, support work, workshops and teacher training: half-hour presentation, 20-minute video for the children to watch, resource handbook for staff, teacher training. Questionnaires are given to each child to gauge areas for focus. Each class has a one-hour workshop and a support day is held with the teachers.

SCALE OF PROJECTS
Number of practitioners: 3
Number of participants: 30 teachers; 400–500 pupils
Preparation time: 10 days
Contact time: Half-day – 5 days

PERMANENT STAFF
Michael Dalton, Artistic Director
Roger Lang, Administrative Director
Samantha Rowe-Beddoe, Associate Director of Equal Voice
Jane Wolfson, Associate Director
John Johnston, Administrator
Hannele Brown, Administrator

Equal Voice (UK, 2002)
This was part of a tailor-made package to deal with one class that had a few strong characters who wielded great power over less assertive members of the class.

Nine-year-old Adam is at primary school. English is not spoken at his home and is an additional language. Adam is quite large for his age and does not wear the most fashionable clothes. He is quiet and when he does speak has a strong accent and speech impediment. He is reluctant to draw attention to himself and this impacts on his physicality, making him look awkward and clumsy. He is frequently picked on by members of his class (Bradley in particular) and teased for being ‘thick’ or ‘slow’. Adam is not ‘slow’, but will hesitate when asked a question, because he isn’t expecting someone to value his response.

The Equal Voice team ran a drama session with his class to prepare an assembly for the whole school. The class was divided up into smaller groups to create a short scene. Adam and Bradley were in the same group. When Adam’s group were rehearsing, the workshop facilitator listened to him, and encouraged the rest of the group to, clearly not allowing Bradley to dismiss his ideas. Adam’s suggestions were included in the drama and he was given lines to say. It was emphasised to the rest of the group that you couldn’t talk over each other and that everyone’s role was of equal importance.

In the assembly Adam remembered his lines and spoke clearly; ironically, Bradley forgot his. When the assembly finished, Adam’s whole physicality had changed – he was standing taller and seemed less knocked by Bradley’s jibes.

The Equal Voice facilitator had given Adam encouragement and praise. Adam’s contributions had been validated in front of his group, his class, and then his whole school. This experience raised his self-esteem, and whilst he may not have been able to articulate the change, it was clearly communicated through his body language.

Equal Voice
The Equal Voice work is ongoing continually throughout term-time (see Case Study). The company will take the work London-wide and is working with colleagues in the Czech Republic.