At City Academy in Bristol, a group of six young actors performed a new play directly in a school hall, engaging students with questions about youth and identity in contemporary Britain. The production, titled *A Brit?ish Museum*, was created specifically for schools by playwright Muneera Pilgrim and addresses themes ranging from British cultural icons to debates over national identity and the country’s colonial past.

The performance, staged amid the multicultural communities of St Pauls, Easton, and Lawrence Hill, is part of an initiative by Bristol Old Vic to combat what national leaders have identified as an arts access “emergency.” The theatre company’s youth ensemble, MIB26O, is touring two new productions free of charge to secondary schools across Bristol and surrounding areas, aiming to reach students who might not otherwise experience live theatre.

Lucy Hunt, Bristol Old Vic’s engagement director, highlighted growing challenges faced by schools in providing arts opportunities. “We’re really aware that fewer kids are coming to see the theatre,” Hunt said, noting that visits tend to attract primarily drama students or those from middle-class backgrounds. She emphasized that bringing performances directly into schools eliminates barriers such as ticket costs, travel expenses, and safeguarding regulations, which can make traditional theatre trips difficult to organise.

Originally targeting around 1,000 students, the touring project now expects to engage up to 4,000 pupils across 19 secondary schools. Outreach plans also include home-educated children and young people receiving hospital education.

The subject matter of *A Brit?ish Museum* resonated strongly at City Academy, where nearly half of the 970 students speak English as an additional language and just over half qualify for free school meals, both figures well above national averages. Drama teacher Beccy Pearce described the programme as an important opportunity to expose students to live performance in an accessible setting. She said that the play’s exploration of belonging, British values, and multicultural identity aligned closely with the diverse student body.

Pupils responding to the play spoke positively about its impact. Twelve-year-old Elizabeth Yeboah appreciated the frank discussion of racism presented during the performance, saying it reflected experiences familiar to many students. Bethany Davis-Croshaw, 13, praised the way the theatrical approach conveyed complex social issues in ways that classroom teaching often cannot.

The event concluded with an enthusiastic question-and-answer session with Pilgrim. When asked about her inspiration, Pilgrim said she was motivated by a desire to give voice to stories often unheard. The performances offered students a rare chance to engage meaningfully with live theatre, at a time when access to the arts is increasingly constrained by financial and logistical challenges across the education sector.