Frontiers in cognition · 2026
Quality over quantity: joint group dance strengthens schoolchildren's social connections and wellbeing.
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Tunçgenç Bahar, Wider Chloe, Spreadborough Katie, Kinfu Kaleab A
Аннотация
BACKGROUND: Children are experiencing high levels of loneliness and mental health problems around the globe, with those from underserved communities being affected disproportionately. Group dance programmes, which facilitate social connections and wellbeing, can buffer against loneliness. However, we know little about the mechanisms behind the effectiveness of these programmes and their long-term and group-level effects. This study examined whether it is mere engagement in group dance or better individual dance performance that fosters social connections and wellbeing.
METHODS: A pre-post design was used to assess the social connection and wellbeing effects of a 10-week-long group dance programme in schoolchildren (N = 25) from a low-income background. Social connection was measured at peer-to-peer and whole-class network levels. Dance performance was measured using state-of-the-art motion tracking techniques. Wellbeing was measured using the well-established KIDSCREEN-10 questionnaire.
RESULTS: Linear mixed effects models and Social Network Analysis were conducted to examine change over time. Participation in group dance, but not dance performance, was associated with significant increases in reciprocal friendships and reciprocal best friends. Wellbeing improved over time, and an increase in friendship quality (i.e., reciprocal friendships), but not just quantity (i.e., social network size), predicted improvements in wellbeing.
CONCLUSIONS: Joint group dance in a school setting can enhance wellbeing at individual-level and strengthen friendship quality at peer-level and whole-class level. These positive changes are observed regardless of individuals' performance, indicating that the joint nature of group dance can be sufficient to elicit social and wellbeing benefits.
METHODS: A pre-post design was used to assess the social connection and wellbeing effects of a 10-week-long group dance programme in schoolchildren (N = 25) from a low-income background. Social connection was measured at peer-to-peer and whole-class network levels. Dance performance was measured using state-of-the-art motion tracking techniques. Wellbeing was measured using the well-established KIDSCREEN-10 questionnaire.
RESULTS: Linear mixed effects models and Social Network Analysis were conducted to examine change over time. Participation in group dance, but not dance performance, was associated with significant increases in reciprocal friendships and reciprocal best friends. Wellbeing improved over time, and an increase in friendship quality (i.e., reciprocal friendships), but not just quantity (i.e., social network size), predicted improvements in wellbeing.
CONCLUSIONS: Joint group dance in a school setting can enhance wellbeing at individual-level and strengthen friendship quality at peer-level and whole-class level. These positive changes are observed regardless of individuals' performance, indicating that the joint nature of group dance can be sufficient to elicit social and wellbeing benefits.