Embedded Files
Plays That
Plays That
Create Change
Create Change
For more than twenty years, I’ve written, directed and produced applied theatre productions that use story to open up conversations about complex social issues.
The work has been performed in schools, professional training settings and communities across the UK and internationally.
‘We’ve invited Narrative Alchemy into our school for a range of productions over more than a decade. Sean’s writing gets beneath the headlines and brings difficult issues to life through characters our students recognise and care about. The plays are powerful without being preachy, and they always give us a way into the conversations that matter afterwards.’
- Secondary school PSHE lead
Each production begins with a human story. The staging is deliberately simple, putting the performers and the story at the centre, but the impact can be powerful. Rather than simply presenting information about an issue, the plays give audiences a chance to encounter different perspectives, recognise the pressures and choices people face, and continue the conversation afterwards.
Explore the productions below to find out what each one is about and how it can be brought to your audience.
Chelsea's Story
Raising awareness around Child Sexual Exploitation, (year 7+)
Raising awareness around Child Sexual Exploitation, (year 7+)
Chelsea’s Story is a multimedia applied theatre production exploring how child sexual exploitation can begin with something that looks like friendship, attention or a relationship, and how difficult grooming can be to recognise while it is happening. Blending live performance with filmed stories and recorded testimony, it follows Chelsea’s experience alongside those of Josh, a vulnerable young man who is targeted and exploited, and Amara, whose grooming begins online. Together, their stories challenge assumptions about who can be targeted and help young people recognise manipulation, control and where to seek support.
The play has toured since 2010 and has been seen by well over one million young people. It has also been performed in the USA, Canada and at the Houses of Parliament. The latest version brings the three stories together in a multimedia production developed in consultation with safeguarding professionals and partner agencies.
Performed by two actors, Chelsea’s Story lasts 55 minutes, including a short post-show discussion that helps students reflect on what they have seen.
Chelsea’s Story is available for longer commissioned tours across groups of schools, organised by local authorities, safeguarding children partnerships, multi-academy trusts and other organisations working across an area. We can work with commissioners to plan the timetable and delivery. It is not available as a standalone booking for an individual school.
Project Outcomes
Project Outcomes
After watching Chelsea’s Story and taking part in the post-show discussion, students should be better able to:
Recognise the difference between healthy attention and behaviour that builds secrecy, dependency or control.
Understand how grooming can develop gradually, both in person and online, and why it may be difficult to recognise while it is happening.
Recognise that boys as well as girls can experience sexual exploitation, including within settings where an adult holds a position of trust.
Identify some of the warning signs that they or a friend may be in an unsafe relationship.
Understand that responsibility for exploitation lies with the person causing harm, not the young person who has been targeted.
Consider how to respond if they are worried about a friend, including the importance of telling a trusted adult.
Know that they can ask for help, even if they have kept something secret or are unsure whether what happened was abuse.
PSHE, RSE and safeguarding links: The production supports learning about healthy relationships, boundaries, online safety, grooming and sexual exploitation. It also provides a starting point for the conversations and help-seeking messages that form part of a school’s wider safeguarding approach.
Unacceptable
Raising awareness around Misogyny, Sexism & Unacceptable Behaviours (year 7+)
Raising awareness around Misogyny, Sexism & Unacceptable Behaviours (year 7+)
Unacceptable is an applied theatre play exploring sexism, misogyny and the attitudes that can allow sexual harassment to become normalised. It follows Adam, a teenage YouTuber, whose friend Kalyn challenges some of the things he has been saying and sharing online. Their conversation moves beyond individual comments to ask where these ideas come from, how they affect others and what it takes to change them.
The play uses humour, honesty and direct engagement with the audience to make space for reflection without setting out to shame young people. It explores stereotypes, sexist language, online influences and the role of bystanders, while encouraging students to think about how they can respond when they encounter harmful behaviour.
Performed by two actors, the play lasts 55 minutes, including a short post-show discussion that helps students reflect on what they have seen.
Unacceptable has been performed for young people across the UK and at the Houses of Parliament. It can form part of a wider programme addressing relationships, respect and the culture young people experience in school and online.
The play is available for longer commissioned tours across groups of schools, organised by local authorities, safeguarding children partnerships, multi-academy trusts and other organisations working across an area. We can work with commissioners to plan the timetable and delivery. It is not available as a standalone booking for an individual school.
Project Outcomes
Project Outcomes
After watching Unacceptable and taking part in the post-show discussion, students should be better able to:
After watching Unacceptable and taking part in the post-show discussion, students should be better able to:
Recognise sexism and misogyny in everyday language, behaviour and online content.
Understand how stereotypes and assumptions can shape the way people treat one another, even when harm is not intended.
Explore how seemingly small comments and behaviours can contribute to a culture in which harassment becomes normalised.
Question harmful messages they encounter online, including those presented as humour or advice about relationships.
Recognise the importance of respect, boundaries and care in healthy relationships.
Consider what they can do when they witness sexist behaviour, including ways to challenge it safely or seek support.
Know where to turn if they experience or witness sexual harassment, or are concerned about their own behaviour.
PSHE, RSE and safeguarding links: The production supports learning about respectful relationships, stereotypes, online influences, sexual harassment, boundaries and help-seeking. It also gives schools a starting point for wider conversations about recognising and responding to harmful behaviour.
Breaking the Chain
Raising awareness around Knife Crime (year 7+)
Raising awareness around Knife Crime (year 7+)
Breaking the Chain is an applied theatre production exploring youth violence and knife crime. It looks beyond the moment someone picks up a knife to ask what led them there: fear, reputation, pressure from others and the belief that carrying a weapon might keep them safe.
Recently released from prison and trying to turn his life around, Tyler is worried about his younger brother Zeke and Zeke’s friend Danny, who have begun carrying knives. Over the course of one day, tensions rise. Tyler appears through video messages and recorded conversations as he tries to reach the boys before their choices lead to tragedy.
Combining live performance and multimedia, the play explores the consequences of knife crime for young people, their families and their communities.
It encourages audiences to question the idea that a knife offers protection, recognise when a situation is escalating and consider how seeking help could change its course.
Performed by two actors, the play lasts 55 minutes, including a short post-show discussion that helps students reflect on what they have seen.
Breaking the Chain is available for longer commissioned tours across groups of schools, organised by local authorities, safeguarding children partnerships, multi-academy trusts and other organisations working across an area. We can work with commissioners to plan the timetable and delivery. It is not available as a standalone booking for an individual school.
Project Outcomes
Project Outcomes
After watching Breaking the Chain and taking part in the post-show discussion, students should be better able to:
Explore the fears and pressures that can lead a young person to carry a knife, including concerns about safety, reputation and belonging.
Question the belief that carrying a knife offers protection, and understand how it can increase the risk of serious harm.
Recognise how conflict can escalate quickly, including through the influence of friends and social media.
Consider the consequences of knife crime for the people directly involved, their families and the wider community.
Identify choices that could help them step away from a dangerous situation or support a friend who is at risk.
Understand why telling a trusted adult about a knife or a threat can be an act of care, even when it feels difficult.
Know where to seek help if they are worried about themselves or someone else.
PSHE, RSE and safeguarding links: The production supports learning about personal safety, peer pressure, risk, conflict, online influences and help-seeking. It gives schools a starting point for wider conversations about youth violence and knife crime.
CountyLines
Raising awareness around Child Criminal Exploitation (year 7+)
CountyLines is an applied theatre production exploring how young people can be groomed into criminal exploitation. It looks at the people and pressures behind the term ‘county lines’, and at why leaving can be much harder than getting involved.
Dex seems friendly at first. He offers money, attention and a sense of belonging. Gradually, those offers become demands. Through the story of a young person drawn into his world, the play shows how trust can be used to build dependency, and how debt, threats and fear can then be used to keep someone trapped.
The production helps students recognise the warning signs of exploitation and challenges the idea that a young person in this situation has simply made a bad choice.
It opens up conversation about grooming, coercion, the pressure to stay loyal and where to turn for help.
Performed by two actors, the play lasts 55 minutes, including a short post-show discussion that helps students reflect on what they have seen.
CountyLines is available for longer commissioned tours across groups of schools, organised by local authorities, safeguarding children partnerships, multi-academy trusts and other organisations working across an area. We can work with commissioners to plan the timetable and delivery. It is not available as a standalone booking for an individual school.
Project Outcomes
Project Outcomes
After watching CountyLines and taking part in the post-show discussion, students should be better able to:
Understand what child criminal exploitation is and recognise county lines as one way it can happen.
Recognise how an exploiter might build trust through attention, money or a sense of belonging before making demands.
Identify how debt, threats and fear can be used to control a young person and make leaving feel difficult.
Question the assumption that a young person being exploited has simply made a bad choice.
Recognise possible warning signs that they or a friend may be experiencing criminal exploitation.
Understand why a friend might be reluctant to ask for help, and how to raise a concern without blaming them.
Know that they can speak to a trusted adult if they are worried about exploitation, even if they have already become involved.
PSHE, RSE and safeguarding links: The production supports learning about child criminal exploitation, grooming, coercion, unhealthy relationships and help-seeking. It gives schools a starting point for wider safeguarding conversations about how young people can be targeted and supported.
Going to Extremes
Raising awareness around radicalisation & Extremism (year 7+)
Going to Extremes was originally commissioned as part of a Home Office funded Prevent project. It now tours to raise awareness of radicalisation and extremism, and to open up conversations that can be difficult for schools to begin.
The play follows three young people who are drawn towards extremist ideas in different ways. Their stories explore far-right and Islamist-inspired extremism, while also recognising that the beliefs and influences affecting a young person may be mixed, shifting or difficult to label. Rather than presenting a single profile of someone at risk, the production asks what might make a person receptive to an extremist message and how someone else can use that vulnerability to gain influence.
Through live performance, multimedia and a post-show discussion, Going to Extremes invites students to question harmful narratives, talk openly about what they have seen and consider where to turn if they are worried about themselves or someone else.
The play lasts 55 minutes, including a short post-show discussion. It is available for longer commissioned tours across groups of schools, organised by local authorities, safeguarding children partnerships, multi-academy trusts and other organisations working across an area. We can work with commissioners to plan the timetable and delivery. It is not available as a standalone booking for an individual school.
Project Outcomes
Project Outcomes
After watching Going to Extremes and taking part in the post-show discussion, students should be better able to:
Understand what radicalisation is and how someone may gradually be drawn towards extremist ideas.
Explore how a need for answers, belonging or purpose can make a young person receptive to someone seeking to influence them.
Recognise that extremist narratives can take different forms, including far-right, Islamist-inspired, and mixed or unclear beliefs. There is no single profile of a young person who may be at risk.
Question messages that divide people into ‘us’ and ‘them’, encourage hatred or present violence as a solution.
Think critically about what they encounter online and how persuasive content can exploit anger, uncertainty or isolation.
Discuss difficult ideas openly and respectfully without assuming that asking questions or holding a different opinion makes someone a threat.
Know how to speak to a trusted adult if they are worried about themselves, a friend or something they have encountered online.
PSHE, RSE and Prevent duty links: The production supports learning about online influence, respectful discussion, difference, belonging and the risks of radicalisation. It can contribute to a school’s wider Prevent and safeguarding work by giving students a supported opportunity to explore and challenge extremist narratives. It does not, by itself, fulfil a school’s Prevent duty.
In the Net
Raising awareness around eSafety and Cyber-bullying (year 4+)
Raising awareness around eSafety and Cyber-bullying (year 4+)
In The Net is a lively applied theatre production for primary school children, exploring online safety and cyberbullying through the story of Dotty and her new tablet.
Dotty loves being online, but she has a lot to learn. She shares personal information, chats to people she does not know and posts unkind comments about her friends. When she finds herself pulled into the world of the internet, she has to work out how to get home, and what it means to be safer and kinder online.
Designed for Year 4 upwards, the play helps children recognise when something online does not feel right, think about the effect their words can have on others and understand who they can speak to if they need help.
It approaches these issues with humour and imagination, giving children a way to talk about their own experiences.
The play lasts 55 minutes.
In The Net is available for longer commissioned tours across groups of schools, organised by local authorities, safeguarding children partnerships, multi-academy trusts and other organisations working across an area. We can work with commissioners to plan the timetable and delivery. It is not available as a standalone booking for an individual school.
Project Outcomes
Project Outcomes
After watching In The Net, children should be better able to:
After watching In The Net, children should be better able to:
Understand why it matters to keep personal information private online.
Recognise that people they meet online may not be who they say they are.
Notice when an online interaction gives them an uncomfortable or ‘uh-oh’ feeling.
Understand how unkind messages and online bullying can affect another person.
Think about how to treat others with kindness and respect, both online and offline.
Know what to do if someone online worries them or if they experience or witness online bullying.
Identify trusted adults they can speak to and understand that asking for help is always okay.
PSHE, relationships education and safeguarding links: The production supports primary school learning about online safety, privacy, respectful friendships, bullying and help-seeking. It gives teachers a shared story to return to when talking with children about their experiences online.
Behind Closed Doors
Raising awareness around Dometic Abuse & Coercive Control (police forces and professionals)
Raising awareness around Dometic Abuse & Coercive Control (police forces and professionals)
Behind Closed Doors is an applied theatre production for adults that explores domestic abuse, including coercive control, and the opportunities professionals have to recognise and respond to it.
Originally commissioned in response to HMIC’s Everyone’s Business report, the play was developed for UK police forces. It tells the story of Anna, whose relationship with Jay changes gradually. As her story unfolds, audiences are invited to consider the warning signs, the barriers to seeking help and the moments when someone around her might have responded differently.
The production has since toured for social services, the NHS and corporate audiences, as well as police forces. It creates space for discussion about how domestic abuse can be missed or misunderstood, and what a more informed response might look like.
Behind Closed Doors can be booked for a one-off day, a conference or a training event, as well as for a wider programme of performances.
A separate version, Beyond the Warzone, was developed specifically for the Ministry of Defence and tours to army bases. It is available for Army, Royal Navy and Royal Air Force bookings.
Project Outcomes
Project Outcomes
After watching Behind Closed Doors and taking part in the discussion, audiences should be better able to:
After watching Behind Closed Doors and taking part in the discussion, audiences should be better able to:
Recognise that domestic abuse can develop gradually and may not involve visible physical violence.
Identify patterns of coercive control, including isolation, intimidation and the erosion of someone’s independence.
Understand some of the reasons a person may find it difficult or unsafe to leave an abusive relationship.
Reflect on how assumptions about victims and perpetrators can affect the way concerns are recognised and responses are made.
Consider the moments when a colleague, friend or professional might notice a concern and offer support.
Think about how to respond sensitively to a disclosure, without blame or pressure.
Know which safeguarding procedures and sources of specialist support are relevant in their own setting.
Professional learning and safeguarding links: The production supports discussion and training around recognising domestic abuse, responding to concerns and understanding coercive control. For police, social services, NHS, corporate and military audiences, the facilitated discussion can connect Anna’s story to the procedures and support available in their own organisation.
Page updated
Report abuse