Drama-based interventions for school oral health promotion among children and adolescents: a scoping review

Traditional school oral health education, delivered through lectures and printed materials, is often passive and overlooks emotional and behavioural learning. This highlights the need for more interactive approaches. Drama-based techniques, such as role-play and storytelling, engage children, foster reflection and encourage social interaction, though evidence for long-term oral health remains limited. To describe and summarise the available research on drama-based interventions among children and adolescents within school oral health promotion. This scoping review followed the Joanna Briggs Institute methodology and was reported according to the PRISMA-Scr criteria. The review protocol was prospectively developed and registered on the Open Science Framework (DOI: 10.17605/OSF.IO/CHQXE). A systematic search of six electronic databases (MEDLINE, CINAHL, DOSS, PsycInfo, Scopus and Web of Science) was conducted in November 2024 to identify original studies on the impact of drama-based interventions on children’s oral health. Grey literature sources were also searched to ensure broader coverage of relevant evidence. Titles and abstracts were independently screened by two reviewers, followed by full-text assessment for eligibility. From eligible studies, data were extracted to summarise, collate and make a narrative account of the findings. This scoping review included 13 studies, selected from 14,955 records after screening, exclusions and adding reports from grey literature. Most were published within the past five years, reflecting rising interest in drama-based interventions within school oral health promotion. Studies showed global engagement but were predominantly conducted in Asia. Considerable variation in study design, intervention mode, duration and frequency were observed and most lacked theoretical grounding. Reported outcomes were largely positive for oral health-related knowledge, behaviours and hygiene, however evidence of clinical impact remained inconclusive. No studies involving adolescents could be identified, highlighting a clear gap in the evidence for this age group. Drama-based interventions in school oral health promotion suggest beneficial impact on improving children’s oral health knowledge, behaviours and hygiene, however evidence remains limited and long-term effects on caries prevention are unclear. Future research should address methodological weaknesses, integrate theory, include adolescents and expand across diverse cultural contexts to strengthen the evidence base.