Exploring embodied intersubjectivity: a relational dance movement therapy model with refugee adolescents in school contexts

This study presents a dance movement therapy (DMT) model developed to promote psychosocial support, well-being and social inclusion of refugee adolescents within the Greek educational system. Using a relational-centred research approach, a mixed group of refugee and Greek adolescents participated in an eight-session DMT intervention aimed at facilitating interpersonal relationships, embodied self-expression, and group cohesion. The model integrated DMT principles with a relational-centred methodological framework. Data were collected through participant observation, interviews, reflexive diaries, focus groups (brief post-movement discussions used for research purposes), and creative outputs, and were analysed thematically and reflexively. Findings indicate that DMT supported communication across linguistic and cultural differences, enhanced self-awareness, promoted empathy, and facilitated the co-construction of social bridges between refugee students and students with Greek nationality. This study highlights the value of embodied, non-verbal methods in addressing psychosocial needs, supporting inclusion, and informing future school-based interventions for displaced adolescents.