Zany. Silly. And Seriously Effective.

Improv as a teaching technique among diverse students has been shown to bring social emotional learning that also is the foundation for mental wellness. 

The most well-known improvisation principle is “Yes, and…” by which, in improv, all suggestions are embraced and accepted as a means to develop and deepen ideas and critical thinking.

Here are just a few studies that show the many positive impacts of improv:

Improving brain connectivity and efficacy

Research by Charles Limb and more recently by Mary DeMichele offers evidence that improv actually changes the brain. Brain wave studies during and after improv showed an increase in coherence and a decrease in overthinking. Overall, improv helped brains better engage in social interactions. Here’s a podcast with Mary.

Improving divergent thinking

A study published in Science Direct documents how improv promotes divergent thinking and uncertainty tolerance, contributors to the psychological health of learners.

Reducing anxiety and depression

Improv used with those facing anxiety and depression had documented improvement in reduced symptoms of anxiety and depression and improved self-esteem. Even brief interventions of improv exercises provided strong and efficient treatment. Change in intolerance of uncertainty through participation in improvisation classes was associated with greater reductions in social anxiety.

Offering stress relief

The Mayo Clinic documents how laughter, a key component of the improv experience, has many physical benefits: soothing tension, improving the immune system, relieving pain and improving mood.

Increasing creativity and mental well-being

This study found that improv training improved creativity levels and measurably improved participant self-esteem and self-efficacy. 

MNprov founders base services on this scientific foundation

Kelly Kautz and Michael Bruckmueller, co-founders of MNprov, a Minnesota-based improv teaching organization, know this data well. Kelly is a national board-certified special education teacher with more than 20 years’ experience. She holds a BS degree in Special Education and Elementary Education from the University of Idaho, and an MS in Special Education from Portland State University. Kelly completed the Autism Certificate program through Hamline University in the spring of 2005.

Michael is a teaching artist with more than 25 years of experience in theatrical improvisation. He holds an MFA in Theatre Pedagogy from Virginia Commonwealth University and a BFA in Theatre Performance from the University of Minnesota Duluth. In addition to being a co-founder of MNprov, Michael works as the Director of Education at CSz Twin Cities, is an adjunct professor at St. Catherine University, and is a freelance coach and instructor.

Educators agree. They find improv to be a catalyst in teaching social skills and problem solving. Applied improv addresses all five CASEL (Collaborative for Academic, Social & Emotional Learning) competencies: Self-Awareness, Self-Management, Social-Awareness, Relationship Skills, and Responsible Decision Making.