Finding Their Groove: How Neurodivergent Children Apply Creative Movement Skills Beyond the Studio

Abstract Dance has historically been shaped by social and physical expectations that have limited access for many individuals, despite its potential physical, emotional, and social benefits. For neurodivergent children, traditional dance environments may present additional challenges related to behavioral expectations and sensory needs. Creative movement offers a more flexible approach, incorporating structured activities, improvisation, play, and opportunities for nonverbal expression and interpersonal connection. This qualitative study explored parents’ perspectives on how participation in an inclusive creative movement class influenced neurodivergent children's lives beyond the dance studio. Guided by Bronfenbrenner’s Ecological Systems Theory, the study employed narrative inquiry to examine parents’ experiences of their children’s participation in a 10-week creative movement program. The study conducted six semi-structured parent interviews representing eight children, along with two parent focus groups. Thematic analysis identified patterns across participants’ experiences. Four themes emerged: (1) barriers to participation, (2) previous group activity experiences, (3) families’ shared goals, and (4) perceived benefits of the creative movement class. Parents described increased confidence, independence, and pride in activities following their children’s involvement in the program. Findings suggest that an inclusive creative movement environment may provide neurodivergent children with opportunities to develop skills related to social participation, self-expression, emotional regulation, and confidence that parents perceived as extending beyond the studio. These findings highlight the potential of inclusive creative movement programming to support meaningful participation and belonging for neurodivergent children across settings.