Examining Puppetry’s Contribution to the Learning, Social and Therapeutic Support of Students with Complex Educational and Psychosocial Needs in Special School Settings: A Phenomenological Study

Konstantinos Mastrothanasis, Angelos Gkontelos (), Maria Kladaki and Eleni Papouli
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Konstantinos Mastrothanasis: School of Medicine, National and Kapodistrian University of Athens, 15772 Athens, Greece
Angelos Gkontelos: Department of Primary Education, University of Crete, 74100 Rethymno, Greece
Maria Kladaki: Department of Primary Education, University of the Aegean, 85132 Rhodes, Greece
Eleni Papouli: Department of Social Work, University of West Attica, 12244 Egaleo, Greece

Disabilities, 2025, vol. 5, issue 3, 1-15

Abstract: The present study focuses on investigating the contribution of puppetry as a pedagogical and psychosocial tool in special education, addressing the literature gap in the systematic documentation of the experiences of special education teachers, concerning its use in daily teaching practice. The main objective is to capture the way in which puppetry enhances the learning, social and therapeutic support of students with complex educational and psychosocial needs. The study employs a qualitative phenomenological approach, conducting semi-structured interviews with eleven special education teachers who integrate puppetry into their teaching. Qualitative data were analyzed using thematic analysis. The findings highlight that puppetry significantly enhances cognitive function, concentration, memory and language development, while promoting the active participation, cooperation, social inclusion and self-expression of students. In addition, the use of the puppet acts as a means of psycho-emotional empowerment, supporting positive behavior and helping students cope with stress and behavioral difficulties. Participants identified peer support, material adequacy and training as key factors for effective implementation, while conversely, a lack of resources and time is cited as a key obstacle. The integration of puppetry in everyday school life seems to ameliorate a more personalized, supportive and experiential learning environment, responding to the diverse and complex profiles of students attending special schools. Continuous training for teachers, along with strengthening the collaboration between the arts and special education, is essential for the effective use of puppetry in the classroom.

Keywords: puppetry; special education; complex educational needs; psychosocial support; inclusive pedagogy; arts-based interventions; phenomenological approach (search for similar items in EconPapers)
JEL-codes: I (search for similar items in EconPapers)
Date: 2025
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