Promoting general well-being, self-knowledge and addressing oppression: a qualitative study of children's dance participation

The arts have been connected to well-being by scientists, philosophers, and laypeople for thousands of years. However, studies focused on childhood dance participation as conduits for well-being have received little attention. We examined the connections between dance participation and well-being in children aged 7-12 years old using open-ended questions given to children and parents (N = 65), and qualitative interviews conducted with teachers (N = 17). Data were thematically analyzed and coded for emergent themes using an emic phenomenological coding approach. Thematic findings suggest dance contributes to children's physical well-being and psychological well-being by acting as a platform for children to express themselves. Other emergent themes suggest dance participation contributes to well-being through promoting self-confidence, self-understanding, and positive identity development, particularly concerning children's understanding of their marginalized identities. Findings suggest areas for future study and have implications for parents, arts educators, and arts education policy.