Young Dragons programme shows promise in supporting emotional wellbeing and inclusion in London schools

A new evaluation led by researchers at Imperial College London has found that an innovative role-playing game programme, known as Young Dragons, may offer a powerful and engaging way to support the social, emotional and behavioural wellbeing of pupils at risk of exclusion.

Delivered across ten primary, secondary and alternative provision schools in Westminster and Kensington & Chelsea, the programme uses the fantasy world of Dungeons & Dragons to help young people build confidence, manage emotions and strengthen relationships.

The initiative brings together Bi-Borough Children’s Services, Mythic Minds CIC and Imperial’s Self-Care Academic Research Unit (SCARU). It is one of the first evaluations in the UK to explore the use of structured tabletop role-playing games within mainstream schooling as a targeted intervention for pupils with social, emotional and mental health (SEMH) needs.

Creating a safe space for imagination, teamwork and emotional growth

Young Dragons uses weekly, facilitator-led sessions in which small groups of pupils work together as characters on a shared narrative journey. Through collaborative storytelling, they encounter challenges that require perspective-taking, problem-solving, turn-taking and communication. These activities map closely onto the core competencies of social and emotional learning, including self-management, relationship skills, responsible decision-making and social awareness.

For many pupils, the programme provided a rare environment where they could express themselves confidently and safely. Teachers reported that pupils who might struggle in traditional classroom settings engaged enthusiastically and demonstrated new skills when immersed in the fictional world of the game. Several schools described the sessions as “the highlight of the week” for participating pupils.

Strong engagement and early signs of positive impact

The independent mixed-methods evaluation found strong feasibility and acceptability across all participating schools. Teachers and support staff consistently noted improvements in emotional regulation, behaviour, cooperation and verbal expression. Parents also reported positive changes at home, including calmer behaviour and greater willingness to communicate.

Although the quantitative data did not show statistically significant group-level changes, reflecting the small sample size and short duration of the pilot, descriptive trends revealed meaningful improvements for many pupils, particularly in areas such as anger management, peer support and self-concept. Importantly, the study found a significant reduction in suspensions among pupils with matched attendance and behavioural records.

Dr Austen El-Osta, Director of SCARU and the study’s principal investigator, said: “Creative, low-stigma approaches like Young Dragons can reach pupils who don’t engage well with more traditional forms of support. The programme allowed young people to practise important emotional and social skills in a space that felt safe, fun and empowering”.

A nuanced picture: different pupils respond in different ways

The evaluation also identified a smaller group of “vulnerable responders” who reported lower mood or reduced sense of school belonging after the intervention. Researchers emphasise that this does not necessarily indicate harm; rather, emerging self-awareness and the emotional demands of the game may have prompted deeper reflection for some pupils.

“This kind of polarisation is common in early-stage, narrative-based interventions” said Dr El-Osta. “For some children, the experience can surface underlying challenges that need additional support and follow-up. The findings highlight the importance of careful group formation, skilled facilitation and ongoing monitoring.”

Implications for schools and local authorities

Young Dragons aligns with local and national goals to prevent exclusion, reduce inequalities and promote early intervention. The programme reached schools with high levels of deprivation, special educational needs and linguistic diversity, suggesting strong potential for addressing structural barriers to inclusion.

The evaluation recommends expanding the programme with longer sessions, enhanced facilitator training, structured reflection activities and closer integration with pastoral systems. A hybrid delivery model, combining external facilitators with trained school staff, may allow sustainable scaling across London and beyond.

Sarah Newman, Executive Director for Bi-Borough Children’s Services said: “Nationally, school attendance rates have dropped post covid and schools are reporting increased challenges with behaviour. Having been inspired by a group of neurodiverse children thriving as adventurers in a fantasy world of their own making - yet struggling behaviourally at school, we set up a project to see if behavioural improvements, school engagement and attendance could be improved with tabletop role play. By facilitating a fantasy environment to explore action and consequence safely, whilst engaging in collaborative and creative story telling - can any learning be transferred positively to the usual learning environment of the classroom? There is so much evidence that play supports children’s development but very little research about the benefits of tabletop role play. This project has been very exciting and we think we are at the start of an adventure, that the evidence suggests needs further exploration.”

Building momentum for creative mental health support

Young Dragons contributes to a growing evidence base on the value of imaginative, play-based approaches for supporting young people’s wellbeing. As pressures on schools continue to rise, the intervention offers a fresh, engaging alternative that could complement existing support pathways.

The partnership behind Young Dragons plans to refine and extend the programme, with further evaluation to explore its long-term impact and potential for wide-scale adoption.