A new British Council supported study has revealed that drama in the classroom can deliver sizable gains in student motivation, confidence and English attainment, with 65 percent of participating students reporting a marked increase in confidence and enjoyment.
Conducted at the International British School (IBS) in Kuwait, the teacher-led research tested whether drama techniques could help students overcome low speaking confidence and limited real-world use of English.
The research, led by educator Alexander Owens, integrated a structured set of drama activities, including role-play based on Julius Caesar, writing in role, group performances and guided reflection sessions. These activities were paired with a refined marking policy that encouraged self-assessment and deeper academic ownership.
The outcomes were striking
Participation increased from 56% to 80%, with many students showing greater willingness to speak, perform and collaborate. Sixty-five percent reported that drama made learning more enjoyable or helped them acquire new skills.
Teachers observed measurable gains in confidence, particularly in spoken English. Forty percent of students demonstrated improved confidence in using English during lessons, while half showed enhanced self-reflection, an essential foundation for writing, comprehension, and critical thinking. Educators also noted improvements in group collaboration, richer classroom discussions and stronger academic responses following drama-based learning.
Across many schools in Kuwait, students struggle with speaking fluency, confidence, and opportunities to use English authentically. Owens’ study explored whether drama techniques could help students express themselves more freely, think critically and participate more actively in English-medium lessons.
Owens emphasised drama’s role in building a supportive and expressive learning space: ‘Drama gives students the confidence to try, speak, imagine and reflect. It transforms language learning into a lived experience, not just an academic exercise.’ The programme was well received by participants with one Year 7 student remarking: ‘My first time doing it and it’s so fun!’
A participating teacher shared: ‘The emphasis on formative feedback has encouraged more engagement in their learning.’
Fakhar Jaffery, Exams Director, British Council KSA, Kuwait and Bahrain, said: ‘Evidence from Kuwait shows that creative, interactive pedagogy can accelerate language development and build student motivation. Teacher-led innovation is essential in shaping inclusive and engaging classrooms that help students thrive academically and emotionally.’
While the findings were overwhelmingly positive, the study also pointed to practical challenges such as supporting reluctant students, ensuring sufficient time for drama activities and maintaining ongoing teacher development. Teachers expressed strong interest in further training to embed drama more consistently across the curriculum.
The Kuwait study is part of the British Council’s Action Research Grants Programme, now in its second year. The 2025 cohort includes 12 teacher-led studies across countries including Egypt, Nigeria, Pakistan and Zimbabwe, exploring themes such as AI integration, digital literacy, emotional wellbeing and inclusive pedagogy. Findings from all projects will be showcased at Action Research Now!, a global online event taking place on 11-12 December 2025.