This series critically explores adversity and trauma, what it is and how it plays out in an educational context. In this episode, Aidan and I discuss the types of behaviours we see as educators when trauma has been embodied and how trauma can be released through drama and movement of body.

Aidan begins the show by briefly discussing his PhD research topic and how creativity and embodied work through drama can be used to help imagine a future where we build communities of transition. The principles of Aidan’s research relate to adversity and trauma in how we connect with others to move forward.

Adverse experiences can be complex and can result in someone developing post-traumatic stress disorder (PTSD).  Aidan refers to Judith Herman’s work on trauma and recovery where he discusses lived experiences and trauma as resulting in someone being metaphorically (or sometimes literally) held captive.

In order to survive, a set of behaviours are learned and these behaviours stay with someone even after the adverse experience is over. Behaviours can be disruptive and impact upon a whole array of things such as how relationships are formed or the ability to work and sustain a good level of income. Behaviour may manifest itself as difficulty in forming positive relationships, through addiction, mental health issues and dissociative states.

Dissociative states are when mind and body are separate and though it can be quite frightening, it is necessary for survival. Reference is made to Gabor Mate’s book ‘when the body says no’. This draws attention to how it’s not what happens to someone but rather what happens inside them.

09.26: I ask Aidan, in his opinion, how the education system copes with all these sets of behaviours. Aidan discusses how the institutions are ill designed to manage behaviours considered out of a very narrow range of norms and anyone displaying challenging behaviour, not only attributed to trauma, is seen as a threat. To address this, institutions tend to have a behavioural norming code and a high degree of surveillance around the building. The curriculum also lacks inclusivity for neurodivergent children/young people and those suffering from PTSD.

In addition to this, Aidan was part of a research project that explored ‘Prevent’ policy in schools and talks about the policing of students and how this results in a form of distrust between students, teachers and other practitioners. Institutions, with their rigidity tend to fail students with challenging behaviour.

14.36: I respond to the barriers Aidan talks about, giving examples of my own PhD research on how schools contribute to the reproduction of social inequalities. My participants had embodied their early life adversities and their challenging behaviours continued as result of teacher-peer relationships, classroom environment, the curriculum and hidden curriculum.

17.58: I ask Aidan what approach he uses in his role when working with those who have trauma. Aidan discusses bringing people in to community and working collectively around a social justice based approach because the roots of trauma relates to social injustices of various kinds.

18.58: Aidan discusses working for a theatre for social change company. He works with people through drama and movement of the body particularly as the body holds the knowledge and reference is made to Bessel van Der Kolk’s book ‘the body keeps the score’. Aidan talks about the power of drama and popular education as a way to release trauma from the body and aid with the healing process.

Drama doesn’t necessarily need to be a stand-a-lone subject, it is something that could be implemented into any teaching practice, benefitting many children and young people and teachers alike. Aidan states how this is well researched and evidenced and would therefore recommend drama as a healing approach in any educational contexts.