Drama therapy is an emerging mental health practice in North American schools. Yet little research has focused directly on the role of drama therapists in schools or their service navigation practices and challenges. From February to July of 2018, drama therapists affiliated with the North American Drama Therapy Association currently working in North American schools were invited to participate in an online Qualtrics survey. A qualitative thematic analysis was conducted on open‐ended response items, the results of which reflect drama therapists' experiences pioneering direct and indirect services and responding to implementation challenges. Findings suggest that while drama therapists provide a number of critical school services, there are identifiable barriers to full integration into the system. Implications for drama therapists include the need for a further specified and structured role, formalized inclusion in student support teams, consistent opportunities to support both students and staff, more secure funding sources, clear implementation logistics, and increased awareness and education about drama therapy among school administrators, faculty, and mental health support staff.

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北美学校系统中戏剧治疗服务的实施：现场反馈

戏剧疗法是北美学校中一种新兴的心理健康实践。然而，很少有研究直接关注戏剧治疗师在学校中的角色或他们的服务导航实践和挑战。从2018年2月到7月，邀请了目前在北美学校工作的北美戏剧治疗协会附属的戏剧治疗师参加在线Qualtrics调查。对开放式响应项目进行了定性的主题分析，其结果反映了戏剧治疗师开创直接和间接服务以及应对实施挑战的经验。研究结果表明，尽管戏剧治疗师提供了许多关键的学校服务，但要完全集成到系统中仍存在明显的障碍。