School-Based Drama Group Intervention for Enhancing Collaborative and Relational Skills Among Primary School Children: A Mixed-Methods Study

This mixed-methods study examined a school-based drama group intervention designed to strengthen collaborative and relational skills among 26 primary school children in Greece. Thirteen drama-based group sessions were implemented in one experimental class, while a control class followed regular classroom practice. Quantitative data were collected through the Cooperative Learning Questionnaire and analyzed using factorial mixed ANOVA. Qualitative data came from observational journals and critical friend reflections. Findings indicated improvements in promotive interaction, positive interdependence, individual responsibility, and group processing, with cautious interpretation for social skills. Drama-based group work supported peer interaction, shared responsibility, trust, and reflective participation in classroom life.