Promoting Health and Wellbeing Through Safe Dance Practices: Exploring Teacher, Student, and Parent Perspectives in Recreational Dance Education / Ella Gregory (2025)

Safe Dance Practice (SDP) is critical for supporting physical, psychological, and social wellbeing in dance, yet its application in recreational settings remains underexplored. This study examined the perspectives of teachers (n=8), students (n=12), and parents (n=13) at a UK private recreational dance school on SDP principles, stakeholder roles, and barriers to implementation. Using a qualitative, inductive design, data was collected via semi-structured focus groups and parent questionnaires and analysed thematically. Findings indicated agreement on the importance of SDP, specifically principles of warm-up and cooldown, alignment, and psychological wellbeing, yet discrepancies regarding the applicability of principles including nutrition and anatomy. Stakeholders differed in understanding, perceived relevance, and engagement. Teachers were central to delivering SDP, parents reinforced safe practices, and student engagement varied with age and autonomy. Key barriers included limited training, time constraints, and inconsistent communication among stakeholders. The study highlights the need for structured guidance, accessible educational resources, and ongoing professional development to strengthen SDP implementation in recreational dance. These findings underscore the potential for collaborative approaches among teachers, parents, and students to enhance health and wellbeing, reduce injury risk, and foster safe, sustainable participation in dance.