When a Drama Student Says “I Can’t Do This” — Here’s What to Do

It might happen in rehearsal, before an improvised scene, or just before a student is about to step onstage — the student freezes, panics, or shuts down, and the words “I can’t do this” fall from their lips. What’s a drama teacher to do in this situation? You can push your student, or you can work with them to help them through the moment. Drama class isn’t just about performing; it’s also about building resilience, trust, and confidence, but that can’t happen if the student isn’t in the right mental space to do so.

When a student says “I can’t do this,” it doesn’t usually mean “I won’t do it.” It usually means they’re feeling nervous, embarrassed, or anxious, or they’re worried they’ll look silly or fail in front of their fellow students. They may just not have a better way of saying it. Your response in these moments can make a big difference for your student — both for the performance that is about to happen and for their self-confidence going forward. Here are some tips to help you support your student, if and when this situation occurs.

1. Pause and acknowledge how the student is feeling.

Take a moment and don’t rush to get the student onstage. Acknowledge what they’ve said, and re-state it to ensure that you understand what’s going on. You might say something like, “It sounds like you’re feeling a bit nervous. If so, that’s totally normal. Going onstage can be nerve-wracking.” This can help the student feel seen, and it also gives them the opportunity to agree with your assessment or to correct you and let you know how they’re actually feeling. Either way, it opens up the lines of communication.

2. Normalize discomfort in the drama classroom.

In drama class, students are asked to try new things, fail, and try again. They are challenged to push themselves out of their comfort zones and explore concepts and ideas that might feel awkward or difficult at first. Let students know that it’s ok to feel uncomfortable; it’s a sign that they’re growing and expanding as a theatre artist. Reframe the student’s feelings as “I’m learning” or “This is new to me” and that the learning process is full of peaks and valleys. Remind students that they’ve done challenging things in the past, and they’ve succeeded!

3. What’s the next step?

If your student is feeling overwhelmed, try helping them identify what the next step is. For example, if they are doing an improvised scene, they need to find out what their prompt is to get them started. If it’s a rehearsal, give them a moment to review their script. If it’s a performance, have them take three deep breaths before stepping onto the stage. If they have a scene partner, perhaps they can enter together. Breaking down a big task into smaller steps can make it less daunting.

4. Offer a safety net, but not a shortcut.

We want to support our students, not let them opt out. Unless they are legitimately sick (or there is another emergency), they won’t learn anything if you let them off the hook. You could allow the student to select their own, trusted partner for scene work, or give them a moment to review their script. You might let them take a breather and observe another student complete their task, and then let them jump back in and perform. You aren’t giving the student permission to not complete the assignment; you’re simply offering some accommodations to meet them where they’re at.

5. Reflect afterwards.

Once students have performed their piece (even if it’s a portion of their original piece or modified in some way), reflect with them on what happened, how they were feeling, what helped them through the moment of feeling stuck, and what they might do differently next time. See the giveaway below for some reflection questions for you and your students.

6. Model vulnerability and encouragement.

Going forward, you might find it useful to share a story with your students about a time when you yourself felt fear, confusion, or self-doubt, and what you did to deal with your feelings in that moment. Let students know that everyone feels nervous at times (even their own teacher), and they’re not alone. Encourage classmates to support and cheer each other on as well.