Teaching in Care- and Trauma-Informed Ways in the High School Dance Context: Theory into Practice
Year: 2025
Type: article
Abstract: The integration of care- and trauma-informed practices in dance education is increasingly recognized as essential. This highlights the pervasiveness of trauma and its potential impact on dance students, while underscoring the necessity for safe, supportive environments that promote embodied healing and personal development. This article considers how care-led and trauma-sensitive approaches in dance education can address students’ emotional and psychological needs in embodied ways. Through the lens of three recognized interrelated processes of dance education (composition, performance, and appreciation), the central themes of care and trauma are explored. Tried and tested high school dance education practices exemplify the application and benefits of these approaches. Adopting a care- and trauma-informed approach nurtures the holistic and ever-evolving well-being of all dance students, benefiting everyone in the educational setting.
Source: Journal of Dance Education
Authors: Rachael Jefferson, Julie Pearson, Mine Conkbayir, Christopher Hudson
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4410426604