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Introduction: Self-concept is a central developmental resource supporting children's psychosocial wellbeing, resilience, and school adjustment. In rural and low-resource educational settings, structured and scalable interventions that promote social connectedness and positive self-identity remain limited. Drama-in-Education (DIE), an arts-based group practice grounded in role-taking and collaborative enactment, has shown promise in enhancing socio-emotional competencies; however, evidence for short, high-intensity implementations under real-world school conditions remains scarce. This study evaluated the short-term effects and mechanisms of a structured DIE program on rural primary school children's self-concept.

Methods: A quasi-experimental mixed-methods design was employed (N = 300) in a rural Chinese primary school. Classes were assigned to either a 10-day intensive DIE intervention or a waitlist control group. Children completed the Piers-Harris Children's Self-Concept Scale, Second Edition (PHCSS-2), at baseline (T0) and post-intervention (T1). Intervention effects were analyzed using ANCOVA, controlling for pre-test scores. Qualitative data were collected through semi-structured interviews, classroom observations, volunteer logs, and reflective writings, and analyzed using thematic analysis.

Results: After adjusting for baseline differences, the intervention group demonstrated significantly greater improvements in total self-concept than the control group (p < 0.001), with a medium between-group effect (ηp2 = 0.051) and a large within-group pre-post effect (d = 1.16). Qualitative findings identified three proximal mechanisms: (1) embodied role-taking that fostered competence-based identity reappraisal, (2) emotionally safe spaces that expanded expressive and gender flexibility, and (3) collaborative peer interaction that strengthened belonging and perceived social support.

Discussion: Short, intensive DIE programs may offer a feasible, culturally adaptable, school-based strategy to enhance self-concept and social connectedness in rural contexts. By combining structured role engagement with reflective integration, DIE appears to activate both individual and relational pathways of psychosocial development. Limitations include non-random assignment, single-site implementation, and absence of long-term follow-up. Future research should incorporate randomized designs and longitudinal assessments to evaluate sustainability and scalability.