According to an international study (PISA, 2018), the level of violence in schools in Latvia and OECD countries has generally increased in recent years. The data shows, that 35.5% of  15year old students suffer from school violence at least a few times a month (on average in OECD countries - 22.6%). The UNESCO report “Behind the numbers: ending school violence and bullying” (UNESCO, 2019), as well as studies from different countries (Ferrara, et al., 2019; Ribeiro, et al., 2015), mentions the following types of violence: psychological and physical violence, sexual abuse and bullying. Preventing violence in schools should be continued and sustainable, and it have to become an essential school-wide strategy that includes the development of students' social and emotional skills, as well as targeted action in cases of violence (Gaffney, et al.,2018) . Violence in schools is a socially and culturally complex phenomenon that affects not only the victim and the abuser, but everyone, including eyewitnesses, parents and educators. Drama, as a tool of targeted intervention, could be used to analyze situations in which any form of violence is present, to seek solutions and various action strategies to prevent the escalating of it (Burton , O’Toole, 2005). Drama in education provides a unique experience in reducing violence, because it involves both the mind and the emotions (Mavraudis & Bournelli, 2016). Adolescents is the age stage which is influenced by many external and individual factors, such as those related to the change of the training system, age development, change of interests and change of group dynamics, etc.( Salmivalli&Voeten, 2004) All of these factors can lead to an increase in the risk of stress background and violence situations (Lofgren , Malm, 2005). The aim of this paper is to analyse the pedagogical potential of drama in schools for violence prevention, identify the effects of interventions, and make recommendations for future research. In order to prove the pedagogical potential of drama, the research articles available in the data base -Taylor & Francis Social Science & Humanities Library - will be analysed, that are published in English. Only the research published in the time period 2005 – 2020 have been selected.The research questions chosen are -  Which evidence proves the pedagogical potential of drama?  What research strategies have been used to obtain evidence?.

A systematic review of the published research(2000-2020) was undertaken in Taylor & Francis Social Science & Humanities Library search platform. In the first phase initial key words were identified from the researcher’s knowledge of the field. These included: drama education, violence prevention. In the second phase database specific searches were conducted. These included the terms: drama education combined with the term behavioral problems of adolescents or violence prevention among adolescents as these terms represent borders of this research. 65 articles were selected. Thematic analysis principles have been used in the studying of articles to reveal the content of the selected articles (Braun, Clarke, 2006). 24 articles did not define precisely the research group or it was not explicitly stated which methods were introduced and which instruments had been used. 16 did not define the research context therefore it was not possible to identify whether improvements could be found after the introducing of particular drama lessons. The next step was reading of abstracts and articles to review against the inclusion and exclusion. Criteria for inclusion were: publishing year; language; studies from school - education field; studies showing drama's relation to personal development and violence prevention, Studies that reported about drama as a performing art and its connection to the entertainment were excluded. The focus was on drama’s capacity to be a part of violence/ bullying prevention programs. The resulting 16 out of 35 were selected for further reveal papers were appraised for qualitative analysis.

Although theory suggests that drama as a pedagogical tool might be effective (Bolton, 2011; Bowel, Heap, 2010; Burton, O'Toole, 2005), research findings concerning its effectiveness in violence prevention are limited (Mavroudis, Bournelli, 2016;Shiakou, Piki,2020). This could be explained by the lack of well-designed (valid and reliable) measurements and theory-based research (theory on educational drama interventions and the specific issue of the intervention). The effectiveness of an intervention is also linked to observing certain basic principles; it should be continuous and longlasting, it should incorporate a whole-school approach involving the entire school community the adults’ interest, including that of well-trained teachers in dramatic techniques. Drama can strengthen the personal development of children and young people, give them opportunities and awareness of the diversity of life. Drama helps to understand, evaluate and solve complex situations, to learn ways to react to them and to act accordingly: (Mavroudis, Bournelli, 2016; Lofgren, Malm, 2005; Shiakou, Piki, 2020) The role of drama in the learning process will increase to provide children and young people with the skills to respond to the challenges in the society and environment. (Rasmussen, 2010; Umerkajeff,2012; Dunn, 2017) In its development drama in education went through the transition from a focus on aesthetical approach towards prioritizing the social approach and learning processes.  (Shiakou, Piki, 2020; Saldana, 2003; ;Burton, O’Toole, 2015) There is a necessity for further cooperation in the Network for research exchange and common approach, emphasizing the role of art, including drama, in reducing violence and segregation, strengthening the quality of life.

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