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Article (Accepted Version) http://sro.sussex.ac.uk Hanrahan, Fidelma and Banerjee, Robin (2017) 'It makes me feel alive': the socio-motivational impact of drama and theatre on marginalised young people. Emotional and Behavioural Difficulties, 22 (1). pp. 35-49.

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Little is currently known about the possible benefits of using networked technology to enhance ensemble performance. This study explored whether the introduction of specially devised technology-networked tablets using traditional music notation-to a primary school orchestra would enhance the experience of ensemble music. Particular emphasis was placed on how the technology could help children to overcome practical problems associated with ensemble playing for early-stage musicians (e.g., keeping in sync with other players), thereby leading to better engagement with the music and ultimately greater enjoyment. Findings from a thematic analysis of responses from a focus group with eight young orchestra players aged 9-11 years and from an interview with the orchestra conductor, together with indications from the statistical analysis of 28 orchestra participants' questionnaire responses, suggest that the technology did help to

Internationally, research has highlighted disruption to the educational trajectories of young people in care, documenting concern about upheaval and poor educational outcomes. We present findings from English data arising from qualitative longitudinal research with care experienced people (16–32 years) who were also in education, employment or training. The analysis extends understanding of the experiences of those who achieve educational ‘success’, including those who followed non‐linear trajectories. The need for a flexible education system, and leaving care entitlements, which take into account the disruption experienced by young people in care and the consequent possibility of delayed educational pathways, is discussed.