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The presence of drama therapists in the North American school system has dated back to the 1970s and, likely, beyond (L. Gregoric-Cook, personal communication, 11 November 2018). School-based drama therapy has always been enacted with a variety of goals spanning individualized support to systemic change, and focused on a range of target recipients (Holmwood 2014). As co-editors of this special issue and having practiced in and thought critically about schools, we each approach this work from different paradigms that, when taken together, represent the current state of drama therapy in the North American schools.

The first paradigm, supported by Frydman, operationalizes the educational setting as an ideal forum for mental health intervention, recognizing the school as the place where students attend on a daily basis and where needed services are effectively delivered. This understanding situates the …