Author Identifier (ORCID)
Christina Gray: https://orcid.org/0000-0001-8464-1961
John O’Rourke: https://orcid.org/0000-0003-3074-9154
Abstract
Wellbeing is increasingly recognised as a critical concern in teacher education, yet pre-service teachers remain vulnerable to stress, burnout, and early attrition. This study examines Brilliant Little Things, an arts-based wellbeing initiative embedded within a drama education program. Using a phenomenological approach, the research draws on interviews, reflective journals, group chat posts, photographs, and artwork to explore how drama-based mindfulness practices can support the wellbeing of drama educators. Findings reveal how the production fostered reflection, connection, and emotional insight, offering a space for mindfulness and community. Narratives highlight the value of creative, relational pedagogies in strengthening resilience. This research contributes to conversations about wellbeing in initial teacher education, particularly the potential of arts-based strategies to complement mindfulness in accessible ways. It affirms that drama, when facilitated ethically and inclusively, can meaningfully support the psychological and social wellbeing of beginning teachers.
Document Type
Journal Article
Date of Publication
1-1-2026
Publication Title
Reflective Practice
Publisher
Taylor & Francis
School
School of Education
RAS ID
88321
Creative Commons License
This work is licensed under a Creative Commons Attribution-No Derivative Works 4.0 License.
Comments
This is an Accepted Manuscript of an article published by Taylor & Francis in REFLECTIVE PRACTICE on 6th January 2026, available online: http://www.tandfonline.com/10.1080/14623943.2025.2608290
Gray, C. C., & O’Rourke, J. (2026). Brilliant little things: Drama-based mindfulness to support pre-service teacher wellbeing. Reflective Practice. Advance online publication. https://doi.org/10.1080/14623943.2025.2608290