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

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.

KEYWORDS:

• Sense of belonging
• migrant
• dance
• school
• wellbeing
• belonging

Acknowledgements

We wish to thank the school for their willingness to allow us to run this intervention as a positive ‘extra’ for their pupils to enjoy. We also wish to thank all of the pupils. Your bravery, willingness to try anything and sense of humour made this all worthwhile. You are all true dancers in our eyes.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Ashleigh Ritchie is the Programme Manager for the BA (Hons) Ballet Education Programme and Lecturer in Teacher Education across both undergraduate and postgraduate programmes at the Royal Academy of Dance. She has a Masters of Arts Education in Dance Teaching (Distinction), a Diploma of Dance Studies, a Post-Degree Certificate in Education (with QTS) and a BA in English and Philosophy. Her research interests are in the use of creative and somatic teaching tools to improve dance learners’ flow, the health and wellbeing of dance teachers and the use of dance to improve migrant childrens’ sense of belonging.

Dr Amanda Gaulter is an Educational Psychologist working for Bristol City Council and a Teaching Fellow at the University of Bristol. She completed her Doctorate in Educational Psychology in 2013. She also has a Postgraduate Diploma in Inclusive Theory and Practice and a BA in Experimental Psychology. Amanda has research interests in the use of action research to enhance teacher practice and wellbeing, the inclusion and educational experiences of migrant children and the use of video as a self-reflective tool for teachers.

ORCID

Ashleigh Ritchie http://orcid.org/0000-0002-2290-5578