A Creative Workshop with Storyboards in Primary School: Effects on Participation and Inclusive Practices

Abstract

This study investigates the effectiveness of a workshop-based teaching intervention, based on the use of storyboards, in promoting inclusive practices and pupil participation in primary school. The research was conducted according to a quasi-experimental design with an experimental group and a control group, involving a total of 48 fourth-year pupils, some of whom had special educational needs, specific learning disorders and non-Italian-speaking backgrounds. The experimental group participated in a creative workshop consisting of eight weekly meetings, focused on the collaborative design and creation of a collective storyboard, while the control group followed the normal curricular teaching activities. Data was collected using quantitative and qualitative tools: The Index for Inclusion Questionnaire (pre-test and post-test), systematic classroom observations, the teacher's logbook and focus groups with pupils. The quantitative results show a statistically significant improvement in perceived levels of inclusion and participation in the experimental group, with particularly evident effects in pupils most at risk of marginalization. The qualitative analysis highlights a positive change in relational dynamics, classroom climate and sense of belonging, attributed to the cooperative structure, multimodal expression and the enhancement of roles. Overall, the study suggests that the creative workshop with storyboards is an effective and sustainable teaching practice for promoting inclusion and participation in primary school, integrating attention to differences into ordinary teaching planning.

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