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Volume 45, Issue 1
  • ISSN: 0263-0672
  • E-ISSN: 2157-1430

Abstract

This article discusses the use of a novel creative programme involving postgraduate students acting as graduate teaching assistants in a UK-based higher education (HE) institution during the COVID-19 pandemic. The programme took place virtually and utilized dramatherapeutic practices to help participants reflect on their dual role as students and teaching staff creatively and introduce them to methods they can use to safeguard their well-being. Following a description of the programme, implications of its effectiveness and recommendations for future research are discussed to signify the importance of utilizing creative interventions to support well-being in academic settings during COVID-19 and beyond.

This article is Open Access under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International licence (CC BY-NC-ND), which allows users to copy, distribute and transmit the article as long as the author is attributed, the article is not used for commercial purposes, and the work is not modified or adapted in any way. To view a copy of the licence, visit https://creativecommons.org/licenses/by-nc-nd/4.0/
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2024-07-25
2025-06-19
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