A recent study conducted by the Royal Shakespeare Company has revealed significant benefits of incorporating Shakespeare into children’s education, particularly in terms of literacy and emotional development. This research demonstrated that utilising a “rehearsal room” approach to teaching Shakespeare enriched children’s vocabulary, improved the complexity of their writing, and enhanced their emotional literacy.

Jacqui O’Hanlon, from the Royal Shakespeare Company (RSC), explained that allowing children to physically engage with the text and make character-based choices has long been believed to enhance literacy skills, a belief now supported by empirical evidence. The study involved hundreds of year 5 pupils from 45 state primary schools, none of which had previously been exposed to the RSC’s teaching methods, ensuring an unbiased evaluation.

The results of the study, published in the RSC’s Time to Act report, revealed that pupils who participated in drama-based activities related to Shakespeare’s texts demonstrated a broader vocabulary, used more sophisticated language, and wrote at greater length compared to their peers who did not engage in such activities. Furthermore, these pupils exhibited a deeper understanding of characters’ emotions and motivations, expressing themselves more confidently in their writing.

O’Hanlon highlighted the surprising level of emotional literacy displayed by pupils who participated in the drama-based activities, noting their resilience and positive outlook in addressing character dilemmas. She emphasised the importance of arts education in fostering children’s development, citing the significant role expressive arts subjects play in enhancing life chances.

While O’Hanlon acknowledged the need for further research, she suggested that Shakespeare’s rich language and complex characters contribute uniquely to children’s linguistic and emotional growth.