Stop Bullying-A University Theatre Project (Pilot) Implemented in a Summer Camp for Children and Designed to Promote Social Cohesion

Abstract

This study explores the Stop Bullying theatre initiative, implemented as part of a summer camp program designed to promote literacy and social cohesion through participatory drama. Grounded in a Design-Based Research framework, the project engaged 13 children (aged 8�12) in reading, rehearsing, and staging Claudia Kumpfe�s play Alone! School as a Crime Scene!, which addresses bullying and peer dynamics between childrenin schools. A variety of methods were employed, including pre- and post-intervention surveys on bullying and social cohesion, daily field diaries from theatre coaches, and qualitative feedback from children and parents. The results demonstrate statistically significant improvements in the participants� sense of equality, comfort, and group belonging, supported by qualitative accounts of empathy, cooperation, and new friendships. Coaches� observations indicated increased fluency, motivation, and expressive oral reading. The findings highlight theatre pedagogy�s potential to foster inclusion, solidarity, and democratic participation while also offering low-threshold entry points for literacy engagement. This study underscores the value of integrating socially relevant themes into participatory arts projects to cultivate both cognitive and socio-emotional development in inclusive educational settings.