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.