The Akademi: Reach Out and Reveal (ROaR) Conference 2026

The one-day ROaR Conference held on 13 March 2026 at the Place in North London (UK) marked the conclusion and outputs of Akademi’s three-year ROaR Project within Special Educational Needs and Disabilities (SEND) Education. This collaborative longitudinal study investigated the pedagogical and therapeutic applications of South Asian Dance within SEND educational frameworks.

The symposium served as a critical forum for the dissemination of evidence-informed practices and the exploration of inclusive and collaborative methodologies at its inception that foster a sense of institutional and artistic belonging. The proceedings included practical demonstration of breath-work and Mudra gestures, following a keynote address providing a systematic overview of the Dance for Health (DfH) sector, and establishing a theoretical foundation for dance as a vehicle for holistic wellbeing. Presentation from the researchers and collaborators of the 3-years project followed suit. A multi-disciplinary expert panel examining the intersection of cultural heritage and adaptive pedagogy with methodological insights which were further explored through practitioner-led workshops, demonstrated the efficacy of traditional South Asian movement as tools for enhancing non-verbal communication.

By synthesizing three years of fieldwork, the conference facilitated new professional networks and offered a robust framework for integrating culturally diverse, embodied and somatic practices into the evolving landscape of SEND education.

Dance …and Why Does it Matter

The proceeding of the Akademi ROaR Conference 2026, started with a welcoming reception from one of the co-Chair CEO Subathra Subramaniam. Welcoming all attendees and inviting them to a day of learning, reflection, celebration and connections. The day took place at the renowned The Place in north London (UK), a welcoming space that used to celebrate dance in all its forms. The delegates were stemming from educational, health and social care, academics, researchers, and arts sectors who were then guided through a short breath-work practice led by one of Akademi’s team members. An opportunity to centre oneself, calming the body and the mind and focus and energise in preparation for a day of knowledge sharing, evidence-informed practices and connections. 

It followed a keynote session (by the author), Dr Irina Roncaglia who hoped to provide an overall view of the role of Dance for Health (DfH), and why Dance matters now more than ever. Whether we wish to support human wellbeing and flourishing, or whether we need to facilitate better and more holistic health-care for clinical populations affected by a range of conditions, dance has a role to play. Whether we support individuals affected by cardiovascular diseases, acquired brain injuries, mental ill health, neurodevelopmental conditions, or the devastating effects of cancer (Sheppard & Broughton, 2020). dance and its wide range evidence-informed benefits can be successfully and systematically demonstrated by a range of evidence-informed practice including for non-clinical populations and neurodivergent individuals. 
The proceedings continued with the presentation of the 3-years long ROaR Project, funded by the Paul Hamlyn Foundation, London Borough of Camden and other funders. Claire Falmer and Dr Ashleigh McGill were invited to evaluate how weekly South Asian dance classes can enhance engagement for autistic pupils in SEND schools. The project emphasised the collaborative and participatory nature of this engagement between autistic learners, families, teachers, teaching assistants, the assistant head and leadership teams, and dance artists. It takes a ‘village’ to co-create something that ultimately is meaningful and beneficial to its users. The non-linearity of the research project was highlighted with an emphasis on its circularity: a researcher's journey needs to start and end with its participants and users at the centre. All research has a meaning if outputs and outcomes are reflected back to its co-creators and participants. 

Methodological rigour and validity was discussed, looking at how qualitative and case studies ought to continue to take centre stage for meaningful research outcomes. Reflections also embraced the learning stemming from consistent commitments by members of the project, with dancers’ reflective logs, parental questionnaires, coffee mornings and assessment data from the schools. Benefits shared included the learner's abilities to increase their engagement and participation, to better self-regulate their emotions, to strengthen their fine and gross-motor skills, to increase confidence, spatial awareness, communication and organisational skills. Qualitative benefits were emphasised with the role and significance of single-case reports. 

Delegates were then invited to experience first-hand some of the dance movements taught in the project. Guided by skillful dance artists, this experiential workshop provided space for creativity, embodied and somatic experiences, nurturing curiosity and embedding long-lasting knowledge. Asian music was a wonderful companion and key protagonist, and delegates immersed themselves in a space of wonders. 

The afternoon sessions started with a panel of expert discussion, researchers and members who were directly involved in the project. An autistic learner was also invited and the audience delighted with his evaluation of the dance sessions offered over a period of 4 years. Participatory and collaborative research means the sharing of what participants and co-producers have experienced at the moment. A true embedded and sensitive approach to sharing knowledge Loyd, D. (2015). 

The day continued after lunch, with the shaping of 3 group discussions facilitated by key members from Akademi with the invited researchers from the ROaR Project as well. Discussion floated between the need for more participatory research, exchange of knowledge between institutions, training opportunities by lived-experience experts. It was reflected that dance artists practitioners may benefit from opportunities for peer group support, to prevent burnout or mental ill health. A space where practice can be confidentially discussed, questioned, challenged but also supported, guided, signposted for further professional development. A supervisory-coaching model of continuous learning, as it is expected by other disciplines in social and health care. Knowledge exchange was also discussed, and how different organisations and educational institutions could embark on a more exchange-like knowledge sharing. Indeed, if knowledge is not shared, embedded, practiced and lived, what is the actual point of it? 

The last session was another larger experiential workshop where two dance artists from Akademi guided and role-modelled creative movements and musically synchronized sequences for delegates to engage in movement qualities, including the use of props. Stability, fluency, rhythmic and strength alike moves were invited by the dance artists through colourful scarfs, in four different groups. It was so interesting to observe but also experience what I would define a moment of group connection, belonging in creating something newer and larger than its parts. A sense of collective joy, a sense of meaningful purpose, together. Evidence of what dance practices can facilitate and provide is growing. Fancourt & Finn (2019) report for the World Health Organization (WHO) and Hwang & Braun (2015) are just a few examples. Let’s continue the journey. 

Therefore let’s dance be a long-life partner for our overall health and wellbeing.    

References
Fancourt, D. & Finn, S. (2019). What is the evidence on the role of the arts in improving health and well-being? A scoping review. Health Evidence Network synthesis report, No. 67. Copenhagen: WHO Regional Office for Europe.
Hwang P.W., Braun K.L. (2015). The Effectiveness of Dance Interventions to Improve Older Adults' Health: A Systematic Literature Review. Altern Ther Health Med. 21(5):64-70. PMID: 26393993; PMCID: PMC5491389.
Loyd, D. (2015), Gaining views from pupils with autism about their participation in drama classes. Br J Learn Disabil, 43: 8-15. https://doi.org/10.1111/bld.12078 
Sheppard A, Broughton MC. (2020). Promoting wellbeing and health through active participation in music and dance: a systematic review. Int J Qual Stud Health Well-being. 15(1):1732526. doi: 10.1080/17482631.2020.1732526. PMID: 32267216; PMCID: PMC7178871.