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Lookup NU author(s): Dr Catherine El Zerbi
This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
© Royal Society for Public Health 2024.Aims: Evidence suggests that group arts activities with children build resilience and positive mental wellbeing. However, insufficient attention has been paid to how such activities can be implemented in practice across different contexts, particularly in socio-economically disadvantaged areas. Therefore, we explored the implementation of a dance-based intervention in two primary schools situated in an area of high economic deprivation in North East England. Methods: Our study explored Year 1 (age 5–6) and Year 5 (age 9–10) children, their parents, teachers and dance artists’ views of a creative dance intervention (South Tees Arts project; STAR) in two schools in North East England, using interviews and focus groups, combined with innovative data capture activities (i.e. movement activities, graffiti walls, songs and Vox Pops). Results: Children felt that STAR contributed positively to their emotional wellbeing and physical health. Teachers noticed improved confidence, engagement, literacy, and social and motor skills and less disruptive behaviour in class. Benefits continued beyond school, with children exercising at home to practice their dance moves. Several implementation barriers were identified ranging from limited time, large classes, dealing with challenging behaviours, the impact of COVID-19, stigma and anxiety. In response to these challenges, several solutions were developed during project delivery, such as artists and children working in pairs and role modelling by teachers and dance artists. Conclusions: We found three underlying mechanisms for successful implementation: (1) constant communication between teachers, dance artists and parents was essential to managing challenging behaviours, building personal relationships with children, and helping parents to get involved and support their children at home. (2) Linking dance activities to the school curriculum (using narratives from existing reading schemes) helped to support skill gaps. (3) A strong ethos of partnership between school, dance and arts providers and researchers ensured the adaptability and flexibility of projects.
Author(s): van der Graaf P, Azevedo L, El Zerbi C, Landindome PN, Watson P
Publication type: Article
Publication status: Published
Journal: Perspectives in Public Health
Year: 2024
Pages: epub ahead of print
Online publication date: 14/10/2024
Acceptance date: 02/04/2018
Date deposited: 04/11/2024
ISSN (print): 1757-9139
ISSN (electronic): 1757-9147
Publisher: SAGE Publications Ltd
URL: https://doi.org/10.1177/17579139241282549
DOI: 10.1177/17579139241282549
PubMed id: 39397704
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