"I feel like I can be me again" : Schoolchildren’s experiences of a dance movement psychotherapy programme

Abstract

Schools have a crucial role to play in safeguarding the mental health of children and young people, which has seen a concerning decline in recent years (NHS digital, 2021). A tendency to separate mind and body in approaches to supporting mental health, and learning more widely, may have exacerbated a decline in wellbeing amongst children and young people. Resultantly, there is a growing interest in holistic approaches to wellbeing that can be embedded into the school day (Health Committee, 2021). Dance Movement Psychotherapy’s reputation as a clinical intervention has meant that its efficacy as a preventative tool for safeguarding the mental health of children in mainstream schools is underexplored. This research examines the lived experience of four mainstream primary schoolchildren who underwent a 10-week DMP programme in their school setting. An interpretative phenomenological analysis (IPA) of focus groups and individual participant interviews revealed an overarching theme of ‘Freedom’, experienced in domains of self-expression, movement, and friendship. Participants demonstrated a perspective shift from before to after the programme: moving from a fear of others’ judgement to an increased sense of freedom to be themselves, make mistakes, and build trusting connections with peers. Participant experiences highlight the power of existing school structures to shape self-concept and the subsequent value of including holistic, embodied approaches, within schools, aimed at developing children’s learning, emotional health, and social communication. The research discusses these findings and offers implications for future educational practise.

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ORCID for Flis Bishop: orcid.org/0000-0002-8737-6662

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