gms | German Medical Science

In view of increasing psychological stress and mental illness, school is the environment in which possibly every child may be offered access to dance/movement therapy. The goal of this conceptual work is to elucidate what factors one ought to consider for dance/movement therapy to be sustainably integrated into the school curricula of children. During an elementary school pilot project, children of two fourth grade classes were assigned to a dance/movement therapy unit developed on this purpose to promote body experience and body expression as well as social-emotional support, integrated into the regular sports class. Its implementation was documented in a research diary. Subsequently, expert interviews were conducted with both of the attending teachers as well as the school principal. The results, extrapolated via thematic analysis, were triangulated by textual content of the research diary and by imaging of the children. From that followed that dance/movement therapy can be integrated based on an all inclusive approach and dissemination at school. In accordance of its goals with the scholarly setting, it can be realized in various ways and anchored in the school’s curriculum as a permanent feature. The subject Physical Education, interdisciplinary classes and classes targeting ‘resilience’ lend themselves for that purpose. Unbureaucratic funding would be supportive.