This thesis investigates how drama and the creative arts can be used to augment current pastoral provision in secondary schools, helping to raise a student’s awareness of personal, social and health issues through creating a safe, open, enactive space for creative play. The Labour government’s aim was to make the life skills lessons part of the compulsory curriculum for 2011, but they were required to downsize the legislation to get it through Parliament before the general election. In response to a need identified during my teaching in schools, I have devised, through practice, a creative-performative pedagogy to teach aspects of a pastoral programme. The pedagogy is informed by theories of drama and creativity, making use of concepts, metaphors and symbols from religions, cultures and science. This thesis presents a critical overview of the theatre practitioners, scholars, religions, trans-and inter-cultural influences, which have contributed to the evolution of the pedagogy and its process. The pastoral care system in schools will be overviewed, including concerns regarding the status of pastoral education and its teaching in secondary schools. The shortcomings in the pastoral system will be outlined, along with suggestions for effective classroom practice and methods for assessment. The role of spirituality is investigated with the way which the pedagogy has been shaped by some of the pastoral elements found in communities of faith. The thought process linked to a certain element in a particular religion will be focused on, fostering a spiritual dimension to the practice. The thesis gives an account of how the pedagogy was used in schools but does not propose that this is necessarily best practice to explore issues. However, such a pedagogy can help to raise a student’s awareness of the issue explored and improve a learner’s self-confidence. Suggestions are presented as to how to develop pastoral education in the future with opportunities for international collaboration.