Dancing to a Different Beat: Supporting Neuroinclusivity in Irish Dance Education

Despite widespread advocacy for dance inclusivity, research on teacher perspectives in formalized dance settings is limited. This study explored Irish dancing (ID) teachers’ knowledge, experiences, and attitudes regarding neuroinclusivity in mainstream classes. A convergent mixed-methods design utilized an online questionnaire (n=111) and focus groups/interviews (n=14) with international ID teachers. Quantitative data were analyzed descriptively, and qualitative data via reflexive thematic analysis. Findings indicate that teachers strongly favor inclusive environments, noting benefits for all dancers. However, they identified significant environmental and personal barriers in class and competition (" feis ") settings. Teachers intuitively employ strategies which embody principles of Universal Design for Learning, and value parental communication. Peers are key facilitators in creating inclusive ID environments. However, many teachers feel overwhelmed and underprepared to confidently support all neurodivergent students. Findings highlight a gap between positive attitudes and practical readiness, suggesting a need for formal training and resources to support neurodivergent dancers in ID. ID governing bodies must lead on the development of appropriate and accessible resources, informed by teacher, dancer and parent perspectives, particularly those of the neurodivergent community.