DRACON Sweden (in collaboration with research teams in Malaysia and Australia) forms part of DRACON International. Four fundamental assumptions of the project are that drama can be an effective way of learning to handle conflicts constructively, that school is a strategic channel for learning to handle conflicts, that ways of handling conflicts are culturally conditioned and that students' contributions related to conflict handling in a class or school can become considerably greater if the students themselves take responsibility for the conflict resolution process. The main purpose of our research has been to develop an integrated programme using conflict management as the theory and practice, and drama as the pedagogy, in order to empower students through an integrated, school- based programme to manage their own conflict experiences in all aspects of their lives.In this paper we discuss the implications of drama as a method of conflict management from a Swedish perspective. Among several overriding research questions we have chosen to concentrate on the following: 1.What are the most common types of conflicts among adolescents? How do they perceive their conflicts and how do they behave in typical conflict situations? 2.How can adolescents explore their own conflicts through the medium of drama? 3.Is it possible to improve the conflict handling of adolescents through the development of relevant drama methods and programmes in schools? In our studies we have used different forms of self- reported data, such as questionnaires, diaries and questions requiring problem solving. Interviews with students and their teachers as well as observations have been used. Furthermore, we have tried to video-record drama exercises in order to be able to analyse them. Typical arenas for conflict are the family, schools and during leisure time activities. The results of this study showed some substantial relationships between factors in the school environment and ways of handling conflicts. There were also some interesting differences between girls and boys. It was found that teenagers used three basic components in relation to conflict handling: confronting, avoidance and fronting. It was easy to get students interested in learning more about conflicts because of drama work combining playfulness with serious involvement in questions that affect every adolescent. While students found it difficult to articulate their understanding of the conflict verbally, their engagement in the reconstruction and representing conflict in an artistic presentation disclosed their grasp of the components of conflict clearly enough. Peer teaching was found to be an effective method of teaching about conflict management. Younger students consistently report that the older students understand their conflicts better than teachers or other conflict management systems in the schools, and that they trust and enjoy the learning. Peer teaching is a very effective method of reinforcing the peer teachers learning and often of augmenting their self-confidence.Results within DRACON International have shown promising results with regard to empowering students to manage their own conflicts.