Communication & Support Tools
Why accessible, predictable communication transforms the dance studio.
Communication is at the heart of all teaching, but many neurodivergent dancers, including autistic, VAST, dyslexic, dyspraxic, and sensory-sensitive individuals, process language differently. They may need more time, clearer wording, fewer steps, or additional visual cues.
These communication tools help remove anxiety, reduce misunderstandings, and create an environment where dancers can focus on movement instead of decoding instructions.
On This Page...
Use Clear, Literal Language
How precise, concrete wording removes ambiguity, reduces anxiety, and helps dancers understand exactly what is being asked.
Give One Instruction at a Time
Why breaking movement into single, manageable steps supports working memory, processing speed, and confident learning.
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Pair Words With Visual Demonstrations
How visual teaching reduces verbal overload, clarifies timing and direction, and improves retention for many neurodivergent dancers.
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Use Predictable Signals for Attention
How consistent visual or auditory cues help dancers recognise when teaching begins and support group regulation.
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Keep Tone Calm, Warm, and Consistent
Why steady vocal tone communicates safety and prevents emotional misinterpretation or shutdown.
Allow Extra Processing Time
How brief pauses between instruction and action give dancers space to translate words into movement without pressure.
Use Choice-Based Instructions
How offering controlled choices supports autonomy, reduces resistance, and encourages participation.
Use Reassurance Scripts
How simple, consistent phrases create emotional safety and reduce fear of mistakes or failure.
Written & Low-Pressure Contribution
How optional written communication allows dancers to share ideas, ask questions, and participate without the pressure of speaking aloud.
Why Communication Tools Matter
How accessible communication strengthens learning, confidence, regulation, and connection across the whole class.
Use Clear,
Literal Language
Why it matters:
Neurodivergent dancers often interpret language literally, especially autistic individuals or those with language processing differences (common in dyslexia and VAST). Figurative or ambiguous language such as “melt into the floor,” “give it more energy”, can be confusing or even stressful.
Literal language ensures dancers know exactly what is being asked of them.
When this is not considered:
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Dancers freeze because they are unsure of the meaning
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Steps are performed inconsistently
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Anxiety increases due to unclear expectations
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Dancers lose confidence or feel as if they are getting it wrong
Best practice explained:
Specific, actionable words such as “lift your chest,” “extend the arm to second,” “slow your landing” help dancers understand and trust your instruction.
Give One Instruction
at a Time
Why it matters:
Many neurodivergent dancers experience differences in working memory and processing speed. When you give multiple instructions at once “step, turn, plie, reach and smile!”, it can overload their cognitive processing.
Breaking instructions into single steps reduces overwhelm and allows dancers to succeed incrementally.
When this is not considered:
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Dancers look lost or hesitate
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They remember the first or last step but forget everything in between
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They appear unfocused when they are actually overwhelmed
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You may need to repeat yourself more often
Best practice explained:
Give one instruction, allow processing time, demonstrate, add the next step.
This supports all dancers, not just neurodivergent ones.
Pair Words With Visual Demonstrations
Why it matters:
The majority of neurodivergent dancers are visual learners. Dyslexic, dyspraxic, autistic, and VAST dancers especially benefit from seeing movement instead of relying on verbal descriptions.
Visuals reduce the load on working memory and remove ambiguity.
When this is not considered:
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Dancers misunderstand direction or timing
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Movements become inconsistent across the group
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Verbal overload leads to stress or shutdown
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Retention decreases dramatically
Best practice explained:
Demonstrate slowly, then again at tempo. Use visuals to clarify:
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Teach facing away from dancers
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Use clear starting positions
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Use floor markers
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Try gesture cues, hand signals or images rather than verbal cues
Teaching through visuals is more inclusive and more effective.
Use Predictable Signals for Attention
Why it matters:
Neurodivergent dancers may tune out background noise or struggle to differentiate a teacher’s voice from other sounds, especially those with auditory sensitivity or VAST.
Predictable signals, a hand gesture, a quiet clap pattern, a soft bell, a held-up card, cut through sensory chaos without adding more noise.
When this is not considered:
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You repeat yourself often
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Dancers appear not to listen
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Noise levels escalate because children don’t realise that teaching is beginning
Best practice explained:
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Using the same signal every time: for example, raising a hand, switching off the music, or waving a scarf
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This helps dancers to recognise: “Teaching time is beginning, I know what to expect.”
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Predictability reduces anxiety and improves group regulation.
Keep Tone Calm, Warm, and Consistent
Why it matters:
Neurodivergent learners often process tone more strongly than content. A slight shift in voice tone can be interpreted as anger, disappointment, or danger, even when you don’t intend it.
A calm tone communicates safety.
When this is not considered:
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Dancers withdraw or shut down
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Emotional overwhelm increases
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Misinterpretations cause distress
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Behaviour escalates due to perceived threat
Best practice explained:
Your voice is part of the sensory environment.
Steady tone and steady pacing leads to steady dancers.
Allow Extra Processing Time
Why it matters:
Processing time is not the same as intelligence. Many neurodivergent brains need a moment to translate words into action.
Fast-paced instructions strain working memory and can lead to overload.
When this is not considered:
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Dancers freeze or hesitate
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You may think they are “not listening”
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Mistakes increase
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Anxiety rises due to pressure
Best practice explained:
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Pause after each instruction.
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Wait 3–5 seconds before expecting movement.
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Let dancers join in at their pace.
Use Choice-Based Instructions
Why it matters:
Autonomy reduces anxiety. Many neurodivergent dancers feel trapped by rigid demands. Offering choices creates safety and supports regulation.
When this is not considered:
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Resistance or shutdown occurs
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Dancers feel controlled instead of guided
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Emotional responses escalate
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Participation decreases
Best practice explained:
Examples:
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“Do you want to start on the right or the left?”
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“Would you like to have a go or watch first?”
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“Where would you like to stand?”
Controlled choice builds confidence and independence.
Use Reassurance Scripts
Why it matters:
Uncertainty is a major source of anxiety for neurodivergent dancers. Simple reassurance provides emotional grounding.
When this is not considered:
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Dancers assume they’re “in trouble”
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Mistakes feel catastrophic
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Anxiety becomes performance paralysis
Best practice explained:
Use phrases such as:
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“You’re safe to take your time.”
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“It’s okay to get it wrong, that’s how we learn.”
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“You can try again when you’re ready.”
These simple statements create emotional safety.
Written & Low-Pressure Contribution
Why it matters:
Some dancers process ideas internally and may not be able to contribute verbally in the moment. Offering a written option allows dancers to participate in collaborative or creative work without the pressure of speaking publicly, so supporting emotional safety and inclusion.
When this is not considered:
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Dancers with situational mutism or anxiety are excluded from the discussion
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Creative ideas are lost or unshared
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Participation is mistaken for disengagement
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Group work becomes stressful rather than collaborative
Best practice explained:
Provide a notebook and pen at the side of the studio and clearly explain that it is available for optional use. This is optional and private, not homework or assessment.
Dancers can:
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Ask questions
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Write down ideas or reflections
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Contribute creative choices privately
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Share thoughts without needing to speak aloud
Written contributions can be read by the teacher or shared with the group only if the dancer chooses.
This keeps communication flexible, low-pressure, and accessible, especially during collaborative projects.
Why Communication Tools Matter
Inclusive communication isn’t about simplifying dance, it’s about reducing cognitive load, removing ambiguity, and supporting the nervous system.
When teachers communicate in accessible ways:
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Dancers learn faster
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Emotional dysregulation decreases
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Confidence grows
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Behavioural issues reduce
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Technique improves
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The whole class becomes more harmonious
Communication is not just about information, it is about connection.