by Winnie Giera

The research and teaching project Stop Bullying! A Drama Project focuses on promoting reading skills, self-efficacy and social interaction on the topic of bullying.

Bullying involves the repeated use of physical or psychological violence against an individual, often by classmates or even a teacher, in situations with a power imbalance (Holigas, 2004). One in six students experiences bullying, and 80% of these incidents occur within schools. Encouraging positive social interactions and fostering a sense of community through shared learning can help address this issue (Zeichen gegen Mobbing, n.d.). The research and teaching project Stop Bullying! A Drama Project by Prof. Winnie-Karen Giera focuses on improving reading skills, self-efficacy, and social interaction through a theatre project addressing bullying.

Germany signed the UN Convention on the Rights of Persons with Disabilities in 2007 and ratified it in 2008. However, due to its historically differentiated school system, Germany has faced challenges in implementing inclusive education. As a result, inclusive classes have grown more comprehensive than grammar schools. There is a gap in inclusive teaching because teachers are expected to handle these challenges without sufficient university preparation.

The drama project focuses on reading strategies for students with special educational needs and the impact of inclusive literacy education on teachers, using both qualitative and quantitative data to explore how a theatre project enhances class-wide reading skills. It is implemented during the transition from primary to lower secondary school, aiming to create an inclusive learning culture and strengthen literacy and community. The research examines the project’s impact on reading speed, comprehension, self-efficacy, and social integration, comparing students in inclusive learning classes to control groups not involved in the intervention.

After six cycles, the project has included eight classes across two comprehensive schools in Brandenburg. Designed collaboratively with teachers, the study offers valuable insights for future theatre projects. In July 2024, the University of Potsdam students participated in the project’s 7th cycle, culminating in a public performance that helped prospective teachers reflect on the educational value of combining theatre and literacy.

In the quantitative data of standardized reading tests with participating students in three cycles, minimal growth in reading speed and accuracy was observed through standardized tests (Mayringer & Wimmer, 2014, Schneider et al., 2017). However, the qualitative data in eight classes gathered from weekly reflections through interviews with one participating university drama coach and teacher in each class, showed that students frequently read their scripts to learn their roles. Participation was high, as students were motivated to perform and actively practised the scenes in drama classes. To perform, they needed to understand the text and reflect on the scenes with their drama group.

In the past, the Stop Bullying! theater project demonstrated that literary comprehension and the reading process were enhanced through role-playing. It also fostered collaboration, participation, and active engagement from both students and teachers. A publication is in process and will be released soon. More information and details can be found here.

Prof. Dr. Winnie-Karen Giera 
University of Potsdam
Orcid: 0000-0001-8485-8570