of time . The YDance girls would relax them by sitting and talking to them , explain what they were going to cover and encourage them to take part . By the end of the session , they were in a better mood , in a much better place and saying they felt much better for taking part .
The combination of the leadership style and the way young people are invited to engage helped to improve mood and behaviour , which is likely to have impacted in other activities afterwards . Consequently , improvements in health and wellbeing shone through , as this comment observed :
The fact that dance is a fun energetic activity , the girls would comment on how quickly the session was and shared that they felt tired and happy with what they had achieved .
Positive destinations have not yet emerged , although associated skills such as teamwork , listening and acting on instruction , showing commitment and helping others were all evident in ways which other classroom contexts might not reveal , as the Classroom Assistant expanded :
Some of the young people recognise the positive impact of getting an accredited award , others were not bothered . The girls who completed the programme and gained the Personal Achievement Award where really chuffed with what they had achieved and recognised that their learning would add value to a CV . This is especially important given their experience of education may have been negative and the recognition of achievement limited .
• Regular attendance
• Fostering a routine
• Developing confidence
• Eagerness and openness to learn dance routines .
• Concentration and discipline to practice .
• Following instruction and dressing appropriately
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