摘要：This article presents research on the usage of masks in the Australian secondary classrooms. Whilst we know that masks are used within the classroom, for the teaching of Drama, what is not known is the what, if any impact there is. Using observation and coding of classes observed, followed by interview responses from students, the key results of what impacts masks have the engagement and social development and identity of adolescents in schools is explored in this paper. The findings suggested that masks may have a potentially positive academic, emotional and self-awareness developmental impact on students. In particular masks may also provide a more inclusive way of supporting students with special education needs (SEN), improving their confidence and overall learning experience. The research argues for further research needing to be undertaken in this area, not only with masks and their potential for wider educational impact, but also in the use of performative objects as tools for learning.
