In recent decades, the centrality of the body in cognitive processes, supported by scientific developments, has been integrated into pedagogical theories that recognise the unity between cognitive, bodily and emotional dimensions. The bioeducational approach emphasises the importance of recognising, managing and interpreting one’s own and others’ emotions in order to develop social and cognitive skills that are fundamental to mental health, as outlined in the WHO’s mental health plan 2013–2030. The research presented aims to explore how theatre practices, which facilitate emotional and relational contact, can promote students’ mental health, embracing a holistic and transdisciplinary perspective that integrates pedagogy, art and neuroscience. The research fits in with previous studies that promote a didactic approach centred on the performative role of the body. The aim is to test whether such an approach, both in presence and online, can improve students’ perception of their emotional states and their involvement, fostering inclusion and psycho- physical well-being. Using the CReAP + T model (Creativity-Corporeality, Relation, Emotion, Action, Performativity + Technology/Training), students were asked to reflect on their emotional state at the beginning and end of the courses. The results, analysed qualitatively and quantitatively, indicate that the performative approach was effective in both physical and virtual environments. This research supports the idea that the impact of technologies on learning depends on the strategies adopted by teachers, which, if effective, can generate inclusive teaching and promote students’ psycho-physical well-being, regardless of the learning context.