What 5,000 teachers said about Loudmouth

Over the past five years, more than 5,000 teachers and other education professionals have completed an evaluation following a Loudmouth session. Their feedback covers 14 different programmes and subjects ranging from personal safety and healthy relationships to exploitation, online safety, misogyny, sexual harassment and domestic abuse.

The figures tell us that schools place an extraordinarily high value on the work.

Of the 5,008 staff who rated their session, 84.6% described it as excellent. When “Above Average” responses are included, that rises to 99.4%.

Even more strikingly, 5,021 out of 5,030 respondents said they would recommend Loudmouth to another school or organisation. That is 99.8%.

But the written feedback tells us something more important. It helps explain why schools believe the work is effective.

Theatre turns information into something real

RSHE covers subjects that can be difficult to explain through a presentation, worksheet or classroom discussion alone.

Theatre allows pupils to see situations unfold. They can watch characters make decisions, recognise warning signs and experience the consequences of different choices.

As a teacher at Wimbledon Park Primary School, explained:

“The session was exciting, engaging and informative. All the children were hooked. The messages were clear and used real-life circumstances the children can relate to. Everything was relayed in a sensitive way which made the children feel safe.”

This sense of relevance runs throughout the feedback. Staff repeatedly tell us that pupils recognise the language, situations and pressures facing the characters. The learning is no longer just theoretical. It feels connected to their lives.

It gives pupils a safe way into difficult conversations

Sensitive subjects can be difficult to discuss, particularly if pupils feel that talking about an issue means revealing something personal.

Theatre creates a little distance. Pupils can begin by discussing the character and what is happening to them.

A Pastoral Support at Rugby High School, described how the session helps to start conversations between pupils and staff:

“They can talk about it as the characters, not themselves.”

That is a simple but important point. Talking about what a character could do, where they could get help or whether their relationship is healthy can give pupils the confidence and language to think about their own experiences.

A Year 5 teacher at Croft Junior School, said Loudmouth adds value by:

“Giving pupils a safe and engaging space to explore important topics such as friendships, personal boundaries and respect. It helps develop empathy, confidence and the language they need to talk and ask for help.”

Pupils engage and remember

The feedback consistently describes Loudmouth’s work as engaging, relatable, memorable and powerful.

That is reflected in the impact ratings. Of the 4,833 staff who answered the question, 95.5% said the session had a high or considerable impact on the pupils.

Teachers often told us that pupils who might struggle to engage with conventional classroom delivery remained attentive and took part in the discussions.

An English Teacher at Endon High School, said:

“The whole year group was fully engaged throughout. This kind of delivery allowed sensitive topics to be explored in a safe, open and honest way which the students could relate to. The quality acting captivated the students.”

The combination of performance, character questioning and discussion is important. Pupils do not simply watch a story. They are encouraged to examine behaviour, ask questions, suggest solutions and rehearse what they could do in a similar situation.

It becomes part of the school’s wider RSHE work

Loudmouth sessions are designed to support and strengthen a school’s existing curriculum.

Teachers told us that the performances give classes a shared experience that can be referred back to later. Characters, situations and key messages become useful reference points for future lessons and conversations.

A Deputy Headteacher at Springhead Primary, described the session as:

“A brilliant springboard for our PSHE work about keeping ourselves safe. We will definitely refer back to this as it was so memorable for the children.”

This matters because effective RSHE is not about delivering an isolated lesson and moving on. It involves building knowledge, confidence and vocabulary over time.

Staff learn from the sessions too

The benefits are not confined to pupils.

Of the 4,802 respondents who assessed the impact on staff, 84.4% reported a high or considerable impact. Overall, 97.8% reported at least some positive impact.

Staff said the sessions gave them new ways to introduce sensitive subjects, helped them judge age-appropriate language and increased their confidence in continuing the conversation.

A Head of PSHE and RSE at Penn Fields School, said:

“It has helped me know how to pitch sensitive topics. It has also given me confidence to teach them.”

Staff can also observe how pupils respond. Their questions and contributions can highlight what pupils already understand, where misconceptions remain and which issues may need further attention.

More than a performance

The response of more than 5,000 education professionals gives us a remarkably consistent message.

Effective RSHE needs accurate information, but information alone is not enough. Pupils also need to see how that information connects with real situations. They need opportunities to recognise behaviour, explore choices, ask questions and practise seeking help.

Theatre can provide that bridge between knowing something and understanding what it looks and feels like in real life.

As a Teaching Assistant at St Edward’s Catholic Primary, put it:

“Theatre in education is a very powerful tool for children to explore the world in which they live. Drama is perfect for exploring these issues and opening up discussion.”

After more than 30 years of delivering theatre in education, we have seen that power first hand. Now we also have the views of more than 5,000 teachers and school staff to support it.