How accessible is performing arts education in Europe really – and what role do educational institutions play in shaping inclusive pathways? The new report Learning to Change: The Role of Educational Institutions in Fostering Accessibility for Disabled Artists & Culture Professionals in Europe, published by Europe Beyond Access, explores these questions in depth, focusing on theatre, dance and performance.
The report is based on extensive research, combining findings from three online surveys addressed to disabled artists, higher education institutions, and cultural organisations, alongside interviews, focus groups and desk research. Together, these perspectives reveal where structural barriers persist – from inaccessible audition and admission processes to physical, organisational and attitudinal obstacles – and how these barriers affect access to professional careers in the arts.
One of the key findings highlights a significant gap between institutional commitments to inclusion and lived reality. While many organisations acknowledge their responsibilities, meaningful accessibility often depends on individual efforts rather than systemic change. The report makes clear that inclusive learning environments require long-term structural transformation, not isolated measures.
