Dancing towards wellbeing: a scoping review of dance interventions for therapeutic purposes in educational settings

Abstract

Student well-being is a priority area in education; however, little is known about how dance can be used as an intervention to support well-being in educational contexts. This study aimed to map and synthesise existing literature on dance interventions in educational contexts. This scoping review was conducted following the Joanna Briggs Institute methodology and PRISMA-ScR guidelines. Ten electronic databases were systematically searched. Out of 1168 identified records, 46 met the inclusion criteria. Studies spanned all educational levels, predominantly tertiary (n = 15) and secondary (n = 15), followed by primary (n = 11), and early years education (n = 2). Participants’ ages ranged from 3 to 47 years old, with a notable gender distribution imbalance (67.7% female). Most studies were quantitative (randomised controlled trials, n = 15; non-randomised, n = 12), with the remainder being qualitative (n = 10) or mixed (n = 9). Eighty percent of studies reported no underpinning theoretical framework. Five common measurements of psychological well-being were found, with positive effects in outcomes observed. Evidence of long-term effectiveness was limited. The review highlights the broad range of dance interventions that have been delivered across various educational settings, however, there is a need for more theory-led interventions, gender balance of participants and long-term research in this area.