References

Archbold, V. & Bond, S. (2020). Dance action zone leeds (DAZL): Mental health and resilience project 2019/2020 Public Health Leeds funded evaluation report. https://eprints.leedsbeckett.ac.uk/id/eprint/7485/10/DanceActionZoneLeedsPV-ARCHBOLD.pdf

Catterall J. S. & Peppler, K. A. (2007). “Learning in the visual arts and the worldview of young children.” Cambridge Journal of Education, 37(4), 5430560.

Duberg A., Moller M., & Sunvisson, H. (2016). “I feel free”: Experiences of a dance intervention for adolescent girls with internalizing problems. International Journal of Qualitative Studies on Health and Well-Being, 11(1), 31946. https://doi.org/10.3402/qhw.v11.31946.

Hanna, J. L. (2017). Dancing to resist, reduce, and escape stress. In V. Karkou, S. Oliver, & S. Lycouris (Eds.), The Oxford handbook of dance and wellbeing (pp. 99114). Oxford University Press.

Hanna, J. L. (1987). To Dance is Human: A Theory of Nonverbal Communication. University of Chicago Press.

Tao, D., Gao, Y., Cole, A., Baker, J. S., Gu, Y., Supriya, R., Tong, T. K., Hu, Q., & Awan-Scully, R. (2022). The physiological and psychological benefits of dance and its effects on children and adolescents: A systematic review. Frontiers in Physiology, 13, 925958. https://doi.org/10.3389/fphys.2022.925958