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| 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 |
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| 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 |
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| 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. |
Dancing towards belonging: the use of a dance intervention to influence migrant pupils’ sense of belonging in school. While enhanced SOB has been one of many outcomes from the inclusion of disabled dancers into dance settings there is a significant gap in research using dance to integrate new or recent arrivals of migrant children within UK schools. Whether it was the pupils themselves discussing their experiences or staff members sharing their excitement at the pupils desire to attend the sessions overall enjoyment of the intervention became an umbrella under which the three main findings sit. Whilst participation in extra-curricular activities has previously been found to help migrant pupils settle into school life arguably clubs need to create feelings of safety and opportunities for connecting with others to facilitate meaningful engagement which these dance sessions achieved. The participants were all female and all migrant pupils which was indicative of the volunteer population instead of using targeted research practices to enrol British born pupils.
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