“It Feels Kind of Like a Feather”: Perceptions of Well-Being Among Adolescent Ballet Dancers

Abstract

Introduction: Adolescent ballet dancers are considered a generally healthy population. Yet as they navigate their development within the dance environment, there is potential for challenges to their well-being. Aim: This qualitative study explored how adolescent ballet dancers perceive and experience well-being, and what supports or hinders it. In elevating the dancers’ voices, this study aimed to gain a deeper understanding of their experiences to inform the practices of clinicians and educators who protect and promote adolescent dancer well-being. Methods: Eleven female dancers in middle adolescence, aged 14 to 17 years, from 2 dance studios in Ireland, participated in semi-structured interviews that were analyzed with Reflexive Thematic Analysis. Results: Participants defined well-being as an integration of emotional, physical, and mental health. Their insights revealed 4 core aspects of their lives that impact their well-being experience: External Supports, Personal Resolve, Motivation Towards, and Barriers. Participants described their perceptions of well-being through relational experiences, emotional states, and self-management. Teachers who showed care beyond technique and friends who offered camaraderie were seen as key supports. Mental strength was identified as an important personal aspect of well-being support. A strong emotional connection to dance and taking breaks from dance were perceived as motivational, while feelings of judgment were perceived as barriers. Conclusion: Findings underscore what is known about biopsychosocial adolescent development and demonstrate the value of hearing more directly from adolescent dancers as to what underpins, strengthens, or detracts from their well-being. Participants’ insights offer practical, developmentally-attuned implications for supportive clinical and educational environments. By bringing adolescent dancers’ voices to the forefront, this study reinforces the need for inclusive, student-centered research, and well-being support.