Program helps children with developmental issues through theater

Kobe – An after-school program in Kobe is helping children with developmental issues build confidence and independence through theater activities, a relatively unusual approach in Japan.

The provider of the after-school program, Hokagorubi, offers creative activities through improvisational plays. It was established by Masatoshi Odaira in 2020 after he gained experience in theater as a university student and later taught drama to students at a special-needs school.

According to Odaira, children who had difficulty maintaining posture or speaking clearly often became more confident and expressive after performing on stage. This made him believe that theater can “have a therapeutic effect.”

In late July, ahead of a stage performance, nine students at Hokagorubi rehearsed a play set at an airport and centered on a young travel enthusiast. Although some forgot lines or encountered difficulties, the participants communicated with and supported each other.

Currently, Hokagorubi has 39 students ranging from elementary school first-graders to high school seniors, including those with autism spectrum disorder or attention-deficit hyperactivity disorder. Some refuse to attend school.

It holds three performances a year, with participants divided into six groups. Each group is responsible for writing scripts, directing productions and creating props.

A 14-year-old participant said, “I enjoy improvisational performances as they allow me to express myself freely” and “I hope to continue taking part.” When he feels anxiety, he impersonates an anime character and talks to himself in the bathroom. His mother said that the theater program “helps foster self-esteem by providing a place where participants can take on roles and express themselves.”

Nabi Ito, a lecturer specializing in contemporary theater at the University of Osaka, said that theater can make communication easier for children who struggle with conversation because scripts provide a framework and such children can act as someone else.

Odaira said that a performance should be considered a success as long as it reaches its conclusion, even if participants encounter difficulties on stage.

“I hope children will gain positive experiences in conversation and communication while acting and develop confidence in interactions with others,” he said.