Dancing towards belonging: the use of a dance intervention to influence migrant pupils’ sense of belonging in school

Abstract

With growing hostility towards migrants in the UK, it is ever more important for schools to promote cohesion 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, given evidence linking this basic human need to positive educational outcomes. 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 each other, to feel safe and engage meaningfully, all factors that have been linked with sense of belonging. The study gives strength to the use of dance to support the psychological wellbeing of newly arrived migrant pupils.

Inclusive socio-musical spaces for newly arrived migrant children in a Norwegian primary school: Teacher and school leader perspectives

“…Recent years have seen much research into how musical participation may mediate experiences of belonging in new settings, with music conceived as a means of welcome and inclusion for migrant children (for instance Crawford, 2017; Gustavsson & Ehrlin, 2018; Kenny, 2018; Marsh & Dieckmann, 2017; Ritchie & Gaulter, 2020; Skidmore, 2016). Approaches to the role of music education in meeting cultural diversity in schools over the past decades have drawn on principles of, for instance, multicultural education (e.g.…”

Measuring a Sense of Belonging at Museums and Cultural Centers

“…Issues of social exclusion and belonging also vex other cultural fields such as community arts (Stickley, 2010), cultural festivals (Jaeger & Mykletun, 2013), dance (Gard, 2003; Ritchie & Gaulter, 2020), music (Daenekindt, 2019; Gonzales, 2017; Negus, 2002), and theater (Johnson, 2019; Lee & Finney, 2005). The People Fit and Place factors of our survey may be directly applicable to those settings.…”

Practitioner Review: Effectiveness and mechanisms of change in participatory arts‐based programmes for promoting youth mental health and well‐being – a systematic review

“…Building trust between practitioners and young people. Most authors highlighted the importance of establishing mutual trust and respect between arts practitioners and CYP to facilitate engagement in the PAB programme (Atkinson & Robson, 2012;Cal o et al, 2020;Clennon & Boehm, 2014;Daykin et al, 2017;Ennis & Tonkin, 2018;Hanrahan & Banerjee, 2017;Parker et al, 2018;Ritchie & Gaulter, 2020). Several described this as a fundamental contextual characteristic when vulnerable and marginalised young people are involved (Cal o et al, 2020;Clennon & Boehm, 2014;Daykin et al, 2017;Hanrahan & Banerjee, 2017), who are suspicious of adults and authority (Clennon & Boehm, 2014), or who have had many experiences of being 'let down' in the past (Hanrahan & Banerjee, 2017).…”

“…Conversely, where these differ markedly this presented barriers to establishing mutual rapport and trust (Daykin et al, 2017). The creation of mutual trust and respect between arts practitioners and youth beneficiaries of PAB programmes was linked to CYP feeling 'safe ' and protected (Cal o et al, 2020;Clennon & Boehm, 2014;Daykin et al, 2017;Ennis & Tonkin, 2018;Hanrahan & Banerjee, 2017;Parker et al, 2018;Ritchie & Gaulter, 2020). Cal o et al (2020, Hanrahan andBanerjee (2017), andParker et al (2018) all reported that this, in turn, resulted in better connectedness with the programme, constituting another pathway to engagement.…”

“…Fostering connection and team spirit between young people. Most papers suggested that the informal, relaxed, and non-hierarchical atmosphere created by the arts practitioners helped CYP connect to each other, fostering a sense of group cohesion (Atkinson & Robson, 2012;Baker et al, 2018;Brown & Jeanneret, 2015;Cal o et al, 2020;Daykin et al, 2017;Duberg et al, 2016;Ennis & Tonkin, 2018;Hanrahan & Banerjee, 2017;Lai, Chui, Deng, & Jordan, 2021;Levstek & Banerjee, 2021;MacPherson et al, 2016;Miao & Stewart, 2022;Ritchie & Gaulter, 2020). According to some authors, these developing social connections offered a pathway to deeper engagement in PAB programmes.…”