Abstract
Dance movement therapy was first utilized as a form of psychotherapy in the early 1900s within an institutionalized, group therapy setting. The bulk of existing research is qualitative in nature, specifically in the form of individual or small group case studies published from the analysis of therapy logs. There is currently little quantifiable evidence available regarding the effects of dance movement therapy. However, several models exist that provide insight into how this approach could be used with children who have experienced trauma within a school setting. Within education, a shift has occurred because of the ever-changing needs of students, specifically around social emotional learning. To better support students who have experienced trauma, dance movement therapy provides an artistic entry point to getting in touch with bodily sensations, feelings, and harmful past experiences. As of writing, there are few studies on how dance movement therapy could be used to treat trauma; several recommendations are made for integrating DMT in this way. The purpose of this literature review is to determine if dance movement therapy is a viable option for treating children with trauma within a school setting and identify specific strategies to address shortcomings in the current research that may be preventing this form of psychotherapy from being adopted on a larger scale.