Student C is a student who transitioned in Year 10. For years this student has struggled with self-confidence, anxiety and identity. They have been involved in our work with the RSC since Year 7 and have now become a member of the RSC’s Next Generation. These experiences have been life changing. Student C is my protégé and best example of how much of an impact working with the RSC rehearsal room approaches has had on confidence, engagement and identity.
Student C struggled with anxiety, had little confidence and would often have to leave the classroom to work in our Student Support Centre. In Year 7 they were involved in our first Playmaking Festival, which boosted their confidence and allowed them to make friends with students from other schools.
Prior to working on RSC rehearsal room approaches, this student had always had a love of literature but found Shakespeare confusing and irrelevant. Student C told me that it was involvement with the RSC which gave them the courage to finally accept themselves and their identity. Last year, Student C transitioned and changed name by deed pole. As a result, they have been much happier, confident and settled. There is much less need to go to the Student Support Centre.
Student C’s Mum is ecstatic about the impact the involvement with RSC activities has had on her child’s confidence and well-being. She told me that both my teaching and the RSC rehearsal room approaches used, plus opportunities offered as a result, have been ‘an absolute inspiration!’ Student C’s English teacher stated that Student C is now ‘incredibly enthusiastic about literature, reading and talking about texts.’ After the involvement with the Playmaking Festival and using RSC rehearsal room approaches in various workshops, they tackled the text of Macbeth ‘brilliantly’ for GCSE this year.