From wanting answers to asking better questions: what MA Education has taught me

As a secondary school drama teacher, I've always been passionate about making my classroom as inclusive as possible and this is something I centred all the work for my MA around. Throughout my teaching career, I'd noticed that some SEN learners appeared to find aspects of drama — particularly improvisation, devising, group discussion and performance — more challenging than many of their peers. I wanted to explore whether adapting my teaching could make these activities more accessible without taking away what makes drama such a unique subject.

There's no perfect answer

At the beginning of the dissertation module in my final year, I thought I'd finish with a list of strategies that would make drama more inclusive. Instead, I finished with something much more valuable. One of the biggest things the MA has taught me is that teaching isn't about finding one perfect answer. It's about being prepared to question your own assumptions and accept that education is often much more complex than it first appears.

For my action research project, I explored whether introducing greater structure into drama lessons could improve participation, confidence and inclusion for autistic learners in a mainstream secondary classroom. I trialled different adaptations, collected questionnaires, interviewed autistic students and reflected on my own teaching throughout the process.

Some of the adaptations worked well; others didn't

One strategy that I expected to be particularly successful confused most of the class. At first, I saw this as a failure. Looking back, it became one of the most important findings because it forced me to rethink my own assumptions about inclusion. I realised that simply adding more support doesn't automatically make learning more accessible.

The interviews with students probably had the biggest impact on me. Although both students were autistic, they described completely different experiences of drama lessons. One preferred choosing her own group because she felt more comfortable working with friends. The other preferred me to allocate the groups because it removed the worry of feeling left out. Neither answer was right or wrong — they were just different.

Before starting the MA, I think I was searching for strategies that would work for SEN learners. Now, I realise there probably isn't one "correct" way. Instead, I've come to see inclusion as something that's flexible, responsive and different for every learner.

Confidence boosted

The course has also changed the way I think about my own teaching. I feel much more confident questioning why I use certain approaches rather than simply using them because they're traditional within drama education. It has encouraged me to engage with research, reflect critically on my practice and be more comfortable with the idea that changing my mind is part of becoming a better teacher.

Balancing the MA alongside teaching full-time definitely wasn't easy. Like many teachers, there were plenty of evenings, weekends and school holidays spent reading journal articles, analysing data and writing assignments. There were times when it felt overwhelming, but researching something that genuinely mattered to me made it worthwhile. Throughout the course, I was also incredibly well supported by the university. The feedback from my tutors, particularly during my research project, challenged me to think more deeply, refine my ideas and develop confidence in my own academic voice. Looking back, that support played a huge part in helping me produce work that I'm genuinely proud of.

Looking back, I don't think the biggest outcome of the MA has been my dissertation or journal article, although I'm incredibly proud of both. It's the change in the way I think.

Becoming more reflective

I've become much more reflective as a teacher. Rather than asking, "How do I get this student to participate?", I now find myself wondering, "How am I defining participation, and does that definition work for every learner?"

That change in perspective has influenced my teaching far more than any individual strategy ever could.

If I had one piece of advice for anyone thinking about studying for an MA it would be to choose a topic you genuinely care about. There will definitely be challenging moments, but when you're researching something that has a real impact on your own practice, the process becomes incredibly rewarding.

For me, this course hasn't just helped me gain another qualification. It has helped me become a more reflective teacher, a more critical researcher and, ultimately, someone who is better equipped to support the young people I teach every day.

Find out more about the MA in Education at Middlesex University.