Bringing Learning to Life: How Puppets and Masks Empower Students and Spark Engagement
In classrooms across Texas, puppets and masks are doing more than just entertaining; they are also inspiring joy. Meet two educators who are using these creative tools to turn everyday lessons into moments of connection, courage, and self-discovery.
When the lights dim and the curtains rise in a traditional theater, the magic of performance takes center stage. But for a growing number of Texas educators, that same magic is happening far from the auditorium, inside everyday classrooms.
In a special education class in Plano, a puppet helps students practice empathy and friendship. In a middle school drama room in North Lamar ISD, handmade masks help teens express feelings they’re not ready to share aloud. These aren’t just theater props; they’re powerful tools used by passionate educators such as Katy Matthews and Cassandra Rogers to engage students in ways that are meaningful, creative, and emotionally resonant.
At first glance, puppets and masks might seem like relics of preschool circle time or high school plays. But in the hands of these dedicated teachers, they become vehicles for connection, bridges for navigating complex emotions, and tools for inspiring joy.
With student mental health and classroom engagement top of mind for many educators, puppets and masks are finding fresh relevance. They offer not only a way to liven up a lesson but also a path toward healing, confidence, and community. For the teachers who embrace them and the students who respond, the transformation can be unforgettable.
A Playful Way to Teach Serious Lessons
Katy Matthews, a special education teacher in Plano ISD, has spent nearly two decades helping students navigate both academic and social challenges. Because every child’s needs and learning styles are unique, she’s found that puppets can be especially effective in bringing social-emotional lessons to life.
“I’ve mainly used puppets when I teach social skills—things like role-playing or having the puppet teach the lesson,” Matthews explains. “The younger kids love talking to the puppets and acting out, ‘This is what I would do in this scenario.’ It makes the lesson more engaging, more concrete.”
Puppets give students a way to interact with tough subjects without the pressure of direct conversation. Matthews often finds that children who are shy or hesitant to speak up will open up more easily when a puppet is involved. “They’ll talk to the puppet before they’ll talk to me or to the class,” she says. “It becomes a kind of buffer.”
“The puppet made it feel like a game. And suddenly, she wanted to read aloud so the puppet could ‘learn,’ too. It created a positive cycle where she became the teacher, and that built her confidence.”
Katy Matthews
Special education teacher, Plano ISD
Over the years, Matthews has amassed a small collection of finger and hand puppets of all shapes and sizes that she integrates into lessons. She might use a puppet to read part of a story aloud or act out a conflict between characters so students can brainstorm solutions together. “It becomes second nature for the kids,” she says. “They don’t even realize they’re learning because they’re having fun.”
But she’s also careful to tailor her approach to each child. “I have some third grade boys right now who aren’t into puppets, so I don’t push it,” she explains. “But I had a student a few years ago who was way into puppets, and they really motivated her. She even started bringing her own from home and using them to work through situations that were hard for her to talk about otherwise.”
Matthews has seen firsthand how this kind of imaginative play builds emotional awareness and problem-solving skills. “We’re not just playing,” she says. “We’re learning how to be a friend, how to handle frustration, how to speak up in a respectful way. Puppets are just the tool, but the growth is very real.”
Building Confidence Behind the Mask
Cassandra Rogers, a middle school drama teacher at Stone Middle School in North Lamar ISD, knows that stepping onto a stage can be a daunting experience for students, especially those who are shy, anxious, or new to theater. That’s why she turns to puppets, shadow play, and masks as a bridge between students and self-expression.
“For sixth and seventh grade, I use puppets and shadow puppets as a way to help kids build confidence,” Rogers says. “It’s not them on stage—it’s the puppet. That gives them a creative outlet while feeling protected.” This small but powerful layer of separation allows even the most hesitant students to participate, experiment, and perform without fear of judgment.
In her classroom, cardboard silhouettes and paper sack puppets take on lives of their own as students write scripts, rehearse dialogue, and explore character development. The puppets become stand-ins for emotions and perspectives the students might not feel ready to express on their own. “It’s amazing how much they’ll reveal through their puppets that they wouldn’t say directly,” Rogers says. “It gives them emotional distance, and that creates safety.”
By eighth grade, Rogers invites students to delve into the rich traditions of global theater. They study dramatic forms such as Japanese Kabuki and Italian commedia dell’arte, then create their own masks to embody different characters and archetypes. “They really enjoy the creative process, but they’re also diving deep into culture, history, and symbolism,” she says.
The projects often lead to unexpectedly profound conversations. “We talk about how emotions can be expressed through color, symbolism, and exaggerated features,” Rogers says. “The students start to realize that people across cultures and centuries have shared the same kinds of fears and hopes. It’s powerful.”
One lesson in particular stands out in Rogers’s memory: a mask-making project inspired by Kabuki theater. As the students crafted dramatic, expression-filled masks, Rogers prompted them to reflect on the “masks” they wear in everyday life. “We had a really emotional discussion about how we sometimes hide our true feelings—like putting on a smile even when we’re struggling inside,” she recalls.
The insights that emerged were deeply personal. “Several students said they felt misunderstood or invisible at school,” Rogers says. “But behind the safety of a mask, they were able to share those feelings openly. It became a space where students could be vulnerable, honest, and ultimately, more connected to each other.”
For Rogers, the goal goes far beyond theater technique. “I’m teaching kids how to understand themselves and others,” she says. “The stage is just the setting, but the real drama is in the self-discovery that happens along the way.”
More Than Make-Believe
Both Matthews and Rogers are quick to clarify that their classrooms aren’t about putting on shows. They’re about creating safe, imaginative spaces where students feel seen, heard, and understood. Puppets and masks aren’t props for entertainment; they’re tools for connection, empathy, and growth.
Matthews recalls how one of her students who faced significant challenges with reading lit up the moment a puppet entered the lesson. “She struggled with reading, but if I used a puppet, she was more willing to engage,” Matthews says. “It was motivating for her.” With a puppet in hand, the student was no longer just facing a tough task—she was helping a character sound out words and offering support instead of feeling pressure. That shift in perspective turned a source of frustration into a source of pride.
“The puppet made it feel like a game,” Matthews explains. “And suddenly, she wanted to read aloud so the puppet could ‘learn,’ too. It created a positive cycle where she became the teacher, and that built her confidence.” Moments like these, Matthews says, are small but powerful reminders that learning doesn’t have to look traditional to be meaningful.
For Rogers, the most impactful moments often unfold in the subtle ways students learn to include and uplift one another. She fondly remembers a time when her class was working on a Harry Potter-themed skit. A student with special needs, who adored the fantasy world, watched from the sidelines with growing excitement. Without prompting, his classmates rewrote part of the scene to include him as a character.
“It showed me how powerful these creative tools can be in building empathy. When students are pretending to be someone else, whether through a puppet or behind a mask, they start to understand what it means to walk in someone else’s shoes. And that understanding doesn’t end when the performance does.”
Cassandra Rogers
Middle school drama teacher, North Lamar ISD
“They created a whole moment just for him, with a wand and everything,” Rogers recalls. “It was such a neat moment—spontaneous, thoughtful, and completely student-led.” The skit wasn’t about getting every line perfect—it was about making sure everyone had a role to play.
“It showed me how powerful these creative tools can be in building empathy,” she says. “When students are pretending to be someone else, whether through a puppet or behind a mask, they start to understand what it means to walk in someone else’s shoes. And that understanding doesn’t end when the performance does.”
Whether it’s a kindergartner learning to navigate social cues through a puppet or a teenager reflecting on identity behind a handmade mask, both educators agree: These tools open the door to conversations and transformations that might not happen otherwise.
A Creative Path Forward
For educators curious about experimenting with puppets or masks, both Matthews and Rogers offer the same welcoming message: You don’t have to be an artist or performer to make a meaningful impact. What matters most is creating opportunities for students to connect, reflect, and grow.
“You don’t have to go all in right away,” Matthews says. “Try one small thing. If that works, you can build on it.” She often starts with simple finger puppets during storytime or short, low-pressure role-play scenarios during social skills lessons. “Sometimes we have grand ideas, but if it’s overwhelming, it loses its effectiveness. The key is to meet your students where they are.”
That might mean using a single puppet to model a conversation or letting students create their own characters with paper bags and markers. What seems small on the surface can open the door to big learning moments, especially for students who don’t always feel comfortable speaking up in class.
Rogers echoes that approach and adds that educators should give themselves permission to feel unsure. “It’s okay to be scared and brave at the same time,” she says. “I tell my students that all the time.” In her classroom, she focuses first on building trust. Once students feel safe, she finds that they naturally begin to embrace the creative tools she introduces.
“You don’t need a theater background or a big budget,” Rogers adds. “Start with something simple like having students design paper masks that represent different emotions. Use that as a springboard for conversation.” The real magic, she explains, happens when students start to make connections between their creative choices and their personal experiences.
Whether the goal is to teach empathy, encourage risk-taking, or give students an outlet to process their feelings, puppets and masks offer more than just a fun break from routine. They become mirrors and windows—tools that allow students to see themselves more clearly and understand others more deeply.
“They give students a voice, a shield, and a stage to express who they are,” Rogers says. “And sometimes, that’s exactly what a young person needs to feel like they belong.”
Inspiring Joy in the Classroom
In a time when many educators are facing burnout, behavioral challenges, and learning gaps, these creative strategies offer something deeper. Whether it’s a puppet making a child laugh during a tough day or a handmade mask helping a teenager articulate hidden emotions, these simple tools remind us of the transformative power of play.
As Rogers puts it, “Middle school is hard. But with the right support, students will try things they never thought they could. And that’s when the magic happens.”
For teachers seeking fresh ways to connect, puppets and masks may seem old-school, but they’re helping students tell stories, take risks, and, most importantly, feel seen.
In this video from Rogers’ class, students perform their own creative retelling of The Three Little Pigs using handmade puppets. After designing their characters, they added a fun twist to the classic tale—complete with a surprise ending!
David George
Managing Editor
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