With secondary schools either not teaching dance or teaching it poorly, a new programme called Step Forward widens access to dance for school students who wouldn’t ordinarily be able to access it. This focus on access is extremely important for all young people, especially boys or male-identifying students who face additional stereotypes and barriers.
Alexander Campbell, Artistic Director of the Royal Academy of Dance (which runs Step Forward in partnership with Jack Petchey Foundation) tells us more.
How do you think encouraging boys to participate in dance challenges traditional ideas of masculinity in schools?
It’s really important that boys are given the opportunities to engage in dance whilst at secondary school. Dance classes are a supportive, nurturing environment where young people can feel free to be who they are without judgement or expectation.
In your experience, what mental health benefits have you observed in boys who engage regularly with dance?
We have observed significant benefits in confidence and self-esteem among boys who engage regularly with dance. Regular participation can reduce stress, support positive body awareness and foster a sense of belonging. Being part of a dance class or performance also builds peer connection and shared achievement. 88.9% of participants in boys’ schools say they felt an increase in confidence by the end of the Step Forward workshop.
How does Step Forward ensure that boys who are initially hesitant feel safe and confident to express themselves through movement?
Our Step Forward programme is designed to create a supportive and inclusive atmosphere from the outset.
The session guides participants from a fun, interactive warm up to learning simple moves of the chosen style, into a short routine, and finally creating their own choreography. The result is a performance they can proudly share with peers and teachers, and is often the favourite part!
The Step Forward sessions are delivered by brilliant practitioners, including male teachers. These figures play a huge role in inspiring the boys – most of them were once in their shoes!
What role do you see dance playing in reducing social anxiety among young people, particularly boys?
Dance can play a transformative role in reducing social anxiety. Movement-based learning encourages young people to communicate, collaborate with others, and form friendships for life. Over time, this builds social confidence.
How do you balance the creative freedom of students with structured learning in a taster workshop setting?
The Step Forward session follows a clear structure but is flexible. Practitioners adapt the balance of learning and creating based on how each group responds. Some groups benefit from more time breaking down choreography, others thrive in creating their own work. The aim is to be responsive and adaptable to each groups’ needs.
Looking ahead, how might programmes like Step Forward influence the wider perception of dance as an essential part of school education for all genders?
Despite the clear benefits of dance, the 2023 report by Ofsted, ‘Levelling the playfield: the physical education subject report’ highlights that even though it is a specified part of the National Curriculum at Key Stage 1 and 2, dance is often not taught in schools or is taught poorly. Dance, as a school subject, can teach young people skills for life, whichever career path they choose to take, including discipline, focus, problem-solving, collaboration and communication.
There is clear evidence that young people who don’t learn dance miss out on the social, mental, and physical benefits that it provides, and this lack of access is problematic for all young people. Boys and male-identifying young people in particular face additional barriers, including gendered stereotypes on who dance is for and what a dancer looks like.
Opportunities like Step Forward, which provides an access route for boys who want to dance, will help shift and dismantle these stereotypes.