Health promotion among dance students in higher education: a qualitative investigation of experiences and perceptions of health and wellbeing

ABSTRACT

Experiences, perceptions, and definitions of health and wellbeing (H&W) were explored among 10 dance students (six women, four men; mean age = 21 years ±1.26) in higher education (HE). A qualitative case study was conducted using semi-structured interviews, including questions on lifestyle, health provision, and environment. Inductive thematic analysis revealed that dancers defined H&W as holistic, hedonic, and individual experiences with wide influential determinants. Transition into HE was the biggest challenge experienced, followed by psychological challenges including impact of injury, academic pressures, and negative body image. Additional challenges included scheduling overload, accessing dance-specific health care and peer pressure. Nevertheless, many dance students engaged with health-promoting behaviours. Self-agency and self-responsibility in being healthy was addressed, as well as developing resilience during HE and the importance of everyday self-care both at physical and psychological levels. Perceived enabling factors to health included the availability of institutional provision, staff as trusted mentors, and a supporting network from family and friends. Barriers included the impact of exhaustion, cost of care and lack of self-belief. The findings provide new and useful insights into the role of HE institutions in providing effective health education and provision, as well as supporting dancers in developing and sustaining a healthy career.

KEYWORDS:

• health
• wellbeing
• dance
• students
• health promotion
• higher education

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Anastasia Paschali

Anastasia Paschali, BA (Hons), MSc, MPH, is a Civil Servant currently supporting COVID-19 laboratories and population health protection. Anastasia recently completed a Master’s in (Global) Public Health (MPH) at King’s College London, UK. Her research interests include health promotion, policy, health literacy, dancer wellbeing, and education. Anastasia graduated from the Royal Academy of Dance (RAD), gaining her BA (Hons) in Ballet Education as well as Licentiate and RAD Associate status. She worked as a freelance ballet teacher in London for several years and is passionate about supportive environments and healthy public policy in the performing arts. In 2018, Anastasia also gained Distinction for her MSc in Dance Science at Trinity Laban Conservatoire of Music & Dance in London. Since then, she has gained 4+ years’ experience in academia and a deep insight into the environmental, social, physical, and psychological components of health.

Liliana S. Araújo

Liliana S. Araújo CPsychol, PhD, is Assistant Professor of Performance Science at McGill University, Canada. Her research interests are interdisciplinary, with a focus on health and wellbeing, career development and excellence in performance. Dr Araújo was previously Programme Leader in Dance Science and Senior Lecturer in Performance Psychology in Music and Dance at Trinity Laban Conservatoire of Music and Dance (London, UK). She also worked at the Centre for Performance Science (Royal College of Music, London, UK) as Research Associate for Musical Impact. Dr Araújo is Senior Fellow of Higher Education, having lectured in Psychology, Social Science, Sports, Arts and Performing Arts Medicine courses in the UK and Portugal since 2006. Dr Araújo works closely with arts organisations and individuals as a consultant for culture change and performers’ wellbeing. Dr Araújo holds a PhD in Psychology, is a chartered psychologist in the UK (BPS) and Portugal (OPP), and is a certified stress management, health, and wellbeing coach.