Drama-in-education in rural Chinese primary schools: effects on self-concept, social connectedness, and psychosocial...

Self-concept is a central developmental resource supporting children's psychosocial wellbeing, resilience, and school adjustment. In rural and low-resource educational settings, structured and scalable interventions that promote social connectedness and positive self-identity remain limited. Drama-in-Education (DIE), an arts-based group practice grounded in role-taking and collaborative enactment, has shown promise in enhancing socio-emotional competencies; however, evidence for short, high-intensity implementations under real-world school conditions remains scarce. This study evaluated the short-term effects and mechanisms of a structured DIE program on rural primary school children's self-concept.

A quasi-experimental mixed-methods design was employed (N = 300) in a rural Chinese primary school. Classes were assigned to either a 10-day intensive DIE intervention or a waitlist control group. Children completed the Piers-Harris Children's Self-Concept Scale, Second Edition (PHCSS-2), at baseline (T0) and post-intervention (T1). Intervention effects were analyzed using ANCOVA, controlling for pre-test scores. Qualitative data were collected through semi-structured interviews, classroom observations, volunteer logs, and reflective writings, and analyzed using thematic analysis.

After adjusting for baseline differences, the intervention group demonstrated significantly greater improvements in total self-concept than the control group (p < 0.001), with a medium between-group effect (ηp² = 0.051) and a large within-group pre-post effect (d = 1.16). Qualitative findings identified three proximal mechanisms: (1) embodied role-taking that fostered competence-based identity reappraisal, (2) emotionally safe spaces that expanded expressive and gender flexibility, and (3) collaborative peer interaction that strengthened belonging and perceived social support.

Short, intensive DIE programs may offer a feasible, culturally adaptable, school-based strategy to enhance self-concept and social connectedness in rural contexts. By combining structured role engagement with reflective integration, DIE appears to activate both individual and relational pathways of psychosocial development. Limitations include non-random assignment, single-site implementation, and absence of long-term follow-up. Future research should incorporate randomized designs and longitudinal assessments to evaluate sustainability and scalability.