Display candidate transaction variables for article
| Id | 647 | |
| Author | Ritchie A., Gaulter A. | |
| Title | Dancing towards belonging: the use of a dance intervention to influence migrant pupils’ sense of belonging in school | |
| Reference | Ritchie A., Gaulter A.; Dancing towards belonging: the use of a dance intervention to influence migrant pupils’ sense of belonging in school ;International Journal of Inclusive Education vol:24 issue: 4 page:366.0 |
Link to article | https://www.scopus.com/inward/record.uri?eid=2-s2.0-85045765577&doi=10.1080%2f13603116.2018.1464069&partnerID=40&md5=16375057755c4cf0e42d24cda87b5acb |
| Abstract | With emerging debate regarding the place of migrants in the UK, it is ever more important for schools to promote belonging and wellbeing amongst their diverse pupils. Research has shown the influence of dance interventions on positive psychological and physical wellbeing. The aim of this study was to examine whether dance might influence the wellbeing of migrant pupils, in particular their sense of belonging (SOB), given evidence linking this basic human need to positive educational outcomes. Thirteen female migrant secondary school pupils took part in a dance intervention and qualitative methods were used to explore their experiences. Findings indicated that participation in the dance intervention fostered opportunities for pupils to connect with one another, to feel safe to build confidence and engage meaningfully, all factors that have been linked with SOB. The study gives strength to the use of dance to support the psychological wellbeing of newly arrived migrant pupils. © 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group. |
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| Part of the enjoyment of the dance sessions arose from the meaningful and positive connections that were facilitated. . | Research has shown the influence of dance interventions on positive psychological and physical wellbeing. . | Dance to foster SOB The use of dance to engage young people and improving wellbeing has been widely researched. . | The use of dance as an extra-curricular intervention has many potential benefits, most notably the improvement of physical and mental wellbeing. . | Indeed, dance intervention research has previously been used to enhance positive selfperception. . | Mavrovouniotis et al. (2016) found that participation in a dance intervention offered enhancements in psychological wellbeing, including feelings of safety and reductions in anxiety. . | The shared experiences created through the dance intervention provided a space to make connections and may have helped to sustain and strengthen the friendships beyond the sessions. . | The sessions were taught with a scaffolded approach, meaning that each weeks learning was extended until the pupils were comfortable creating their own dance movement. . | Such opportunities offer migrant pupils rich experiences in connecting with learning, the school and adults in a way that is positive and meaningful. . | This guidance suggests that schools contribute to SOB through the curriculum (e.g. teaching citizenship and life-skills), by encouraging equality, and through engagement of extended services. . | The study gives strength to the use of dance to support the psychological wellbeing of newly arrived migrant pupils. . |
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