Jun 1 / Sara Kercho, M.Ed., LPC-A

Studio Culture and the Element of Competition

For many dancers, the dance studio becomes a second home and a space where they learn how to handle pressure, relationships, success, and failure. Most dance educators strive to create a positive team culture, but what sets truly healthy and successful programs apart?

A positive culture is not the absence of pressure, accountability, or hard days. The reality is that a positive environment is a place that you want to be even when things are challenging. It's an atmosphere where dancers feel safe, valued, and supported enough to navigate those challenges together.

Students come into the dance space with different soft skills and some need more mentorship and collaboration in order to overcome challenges. Comparison-based coaching and fear-based teaching force dancers to conform instead of providing the resources and approaches that can help students thrive. Successful competitive programs aren’t lowering expectations but rather helping dancers access growth in sustainable and supportive ways.

Values Impact Culture

Culture is created through repetition and consistency, which is why it is important to be
intentional with weaving desired behaviors into daily routines. Things to consider as a teacher are how classes begin and end, how corrections are given, and whether effort is acknowledged as much as achievement. Commitment to upholding team values often wears off as the year goes on, so it’s necessary to revisit them throughout the season and integrate them into visible reminders (Pierotti, 2025). Facilitating discussion in class with dancers about what it looks like to embody team values adds clarity to expectations. When values are clear, it becomes everyone’s responsibility to enforce the standards, not just the teachers.

Mindset, Accountability, and Communication

Rather than striving for perfection, studios can cultivate a growth mindset rooted in reflection,
learning from mistakes, and understanding that constructive criticism is an opportunity to try
something differently. The mind is a powerful tool that can be developed and utilized in competition. Dancers benefit from learning to stay in the moment to avoid dwelling on mistakes, stepping outside their comfort zones, and recognizing and reframing negative self-talk. Mentally rehearsing a performance in explicit detail while engaging the senses helps to build confidence and reduce anxiety. The mind has trouble differentiating between reality and vivid imagery so integrating mental rehearsals can aid in strengthening neural pathways just like the repetition of physical training.

Along with mental toughness, there must be a willingness for accountability and difficult
conversations from both educators and dancers. Communication as a whole is crucial. The timing, tone, and delivery of communication matter just as much as the message itself. Consistent communication helps build trust and reduce confusion. It’s more effective to address things like gossip, lack of upholding values, and conflict quickly to avoid building resentment or reinforcing negative behaviors. Be mindful not to single out and embarrass dancers in front of their peers or engage while anyone is emotionally charged.

Support Beyond Performance

In my personal experience, dancers have emphasized the importance of instructors who understand their lives outside of dance. They benefit from reminders that rest and recovery are essential parts of performance rather than signs of weakness. Dancers need tools for managing stress rather than being expected to simply push through it. Clear guidance and education are often more effective than vague demands to “do better” or “figure it out.” When dancers are encouraged to develop an identity and self-worth outside of dance, they are less likely to experience burnout, are often more adaptable, and can bring transferable skills into the dance space that benefit their peers.

Burghardt and Wallace (2025) found that mattering and feeling valued help build self-esteem, confidence, resilience, and improve emotional wellbeing. They suggest active listening, assigning real responsibilities, recognizing efforts, and inclusion as actionable ways to promote a sense of mattering. Individuals who feel valued are likely to be more engaged and motivated. When dancers feel supported as people beyond their performance, they can build healthier relationships with themselves and others.

Connection Over Comparison

It is worth reflecting on whether your program prioritizes progress as much as titles and
trophies. Dr. Nadine Kaslow frames competitiveness as problematic “when it gets in the way of ffeeling good about yourself” (as cited in Holmes, 2022). Choreographer Mandy Moore suggests setting goals that have nothing to do with any competitors or the adjudicators (Holmes, 2022). Competition can be used to elevate rather than tear down dancers when it is framed as an opportunity for growth, grit, and teamwork instead of a measurement of worth. Learning to pursue excellence while still celebrating others helps dancers maintain a healthier perspective on competition. Adolescents benefit mentally from helping others and develop an attunement to their role among peers (UCLA Center for the Developing Adolescent, 2026). There is room for everyone to succeed so an emphasis can be placed on connection over comparison.

Lasting Influence

Learning is rarely linear, so instead of pushing dancers or yourself to get it right the first time, provide space to apply new information and skills to recurring challenges. UCLA’s Center for the Developing Adolescent reports that the reward system of the brain is more responsive to new experiences during adolescence than any other time in our lives (2026). This is why secure relationships with teachers are important. Dance teachers help shape dancers’ value systems and inform what they see as acceptable behavior. Dancers absorb how teachers speak about competitors and judges, respond to conflict and disappointment, and handle mistakes and setbacks. These elements often become internalized by dancers and influence how they speak to themselves. It is imperative that dancers know they are still loved, valued, and accepted even when they don’t perform at their highest level.

Psychological Safety

Dr. Michael W. Wiederman (2026) identifies psychological safety as a primary characteristic needed for a group to work effectively together. Psychological safety means dancers feel safe enough to be themselves, challenge each other, share ideas, and admit mistakes without the fear of negative consequences. This promotes greater willingness to take creative risks, communicate more openly, and remain engaged through challenges instead of shutting down out of fear.

Positive group culture and competitiveness do not have to exist in opposition. Dancers often perform at their highest level when excellence is paired with trust, belonging, and emotional security. Prioritizing both achievement and wellbeing helps dancers grow not only as performers, but also as resilient, self-aware individuals who carry these skills far beyond the dance space.

For Dancers: Contributing to a Positive Team Culture

While educators play a significant role in shaping team culture, dancers are also active
contributors to the environment being created each day. Take ownership of the impact your words, attitudes, and actions have on the people around you.

● Be genuine when encouraging and celebrating teammates and competitors
● Understand that another dancer’s success does not diminish your own
● Focus on what is within your control like mindset, work ethic, energy, and attitude
● Communicate respectfully with everyone
● Be open to feedback without attaching it to your worth
● Support teammates during challenges, injuries, or setbacks
● Recognize that everyone learns differently
● Practice accountability without excuses or blame
● Focus on growth, teamwork, and artistry instead of titles and trophies
● Help create an environment where others feel safe to ask questions and make mistakes
● Be aware of body language and facial expressions
● Express gratitude and appreciation
● Be aware of self-talk, acknowledge your progress and what you are doing well
● Be willing to resolve conflict and move forward
Resources:

Burghardt, L.C. & Wallace, J.B. (2025, November 3). Mattering in Early Childhood: Building a Strong Foundation for Life. Center on the Developing Child at Harvard University. https://developingchild.harvard.edu/wp-content/uploads/2025/10/Mattering-Paper-center-on-the-developing-
child.pdf 

Holmes, K. (2022, August 15). 5 Keys to Building an Emotionally Healthy Relationship with Competing. DANCE Magazine.https://dancemagazine.
com/healthy-competing/#gsc.tab=0

Pierotti, C. (Host). (2025, April 24). Building a Successful Dance Team Culture (206). In Passion for Dance. https://www.passionfordancepodcast.
com/206-building-a-successful-dance-team-culture/

UCLA Center for the Developing Adolescent. (2026). Four Keys Insights to Promote Positive Mental Health During Adolescence. Steps for Youth. http://developingadolescent.semel.ucla.edu/steps-for-youth/item/four-key-insights-to-promote-positive-mental-health-duringadolescence  

Wiederman, M. W. (2026, February 16). The Five Characteristics of Effective Work Teams. https://www.psychologytoday.com/us/blog/mindful-professional-development/202602/the-5-characteristics-of-effective-work-teams
Sara Kercho graduated with her master’s degree in Clinical Mental Health Counseling from Lamar University and is currently a Licensed Professional Counselor Associate in Texas under the supervision of Laura Wright LPC-S, RYT-500. Sara has experience as a dance educator in both the studio and public school settings with a decade of that experience as a high school fine arts dance teacher and drill team director. She has presented workshops focused on social emotional learning at both the Center for Educator Development in Fine Arts Summit & Texas Dance Educators Association Convention. Sara takes a compassion-focused, somatic approach to therapy and is passionate about supporting the mental wellness of dancers and educators through counseling, workshops, and professional development.

To connect with Sara:
Email: mentallyherecommunity@gmail.com
Website: www.mentallyherecommunity.com
Instagram: @mentallyherecommunity