Document Type

Article

Publication Title

Journal of Physical Education, Recreation & Dance

Publication Date

2026

Abstract

The transition to middle school during early adolescence presents a range of challenges for students, which can negatively impact both academic performance and overall development. Involvement in dance and incorporating dance into the middle school curriculum can provide opportunities for academic, emotional, social, and physical growth and success. Through dance, adolescent learners adapt to new ways of acquiring skills and new pedagogical approaches for learning and development. Dance offers students from diverse backgrounds an opportunity to build community and work toward a common goal. Dance is a universal art form that transcends cultural boundaries, providing a rich platform for self-expression and creativity. It integrates movements, rhythms, and techniques from various cultures around the world, allowing adolescents to explore and connect with diverse traditions. By exploring diverse dance styles, students develop a greater appreciation for global cultures, fostering inclusivity, understanding, and empathy. Dance also provides students with a powerful outlet to express emotions, explore their social identities, and develop physically, factors that are closely linked to academic success. This article explores key themes from existing research on how incorporating dance can support middle school students’ overall cognitive, emotional, social, physical, and academic development. It also offers middle school educators strategies to incorporate dance into their curriculum.

Funding Source

This article was published Open Access thanks to a transformative agreement between Milner Library and Taylor & Francis.

Comments

First published in Journal of Physical Education, Recreation & Dance (2026): https://doi.org/10.1080/07303084.2026.2625083

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

DOI

10.1080/07303084.2026.2625083

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