Balancing time, academic demands and mental well-being in Gozitan student dancers

Abstract

Purpose: This dissertation investigates the intricate relationship between academic pressures, time management, and the mental well-being of student dancers in Gozo. The central research question driving this study is: How do academic demands impact the ability of student dancers to effectively manage their time, and what are the implications for their mental health and overall wellbeing? In an increasingly competitive educational landscape, understanding how student dancers navigate the dual commitments of academia and extracurricular activities is essential for developing effective support systems. Study design: To tackle this question, a mixed method approach was employed, involving two main methods: focus group discussions with student dancers and ex-dancers, and the administration of Cohen's Perceived Stress Measure questionnaire to assess stress levels. The focus group discussions aimed to elicit participants' lived experiences and insights regarding their time management practices and the stressors they encounter. Meanwhile, the questionnaire provided quantitative data in relation to the students' perceived stress levels, offering a comprehensive understanding of their mental health. Findings The findings from the focus groups revealed several critical insights. First, effective time management emerged as a crucial determinant of students’ ability to balance academic and dance commitments. Students who engaged in proactive planning and prioritisation reported lower stress levels and greater engagement in both their studies and dance activities. Conversely, those struggling with time management faced heightened stress, often leading to the discontinuation of their dance participation. This underscores the importance of time management skills not only for academic success but also for maintaining mental well-being. Findings: from the questionnaire further supported these observations, indicating that higher perceived stress levels were strongly associated with difficulties in time management. Students who reported higher stress levels also showed a greater likelihood of feeling overwhelmed by their dual commitments, highlighting the significant mental health challenges faced by those struggling to balance academia and extracurricular activities. Moreover, the study highlighted the dual role of dance as both a coping mechanism for stress relief and a potential source of pressure, particularly during performance periods and examinations. While findings from the focus groups indicated that dance provided an essential outlet for emotional release and social connection, the performance expectations associated with dance training sometimes exacerbated stress levels, leading students to feel overwhelmed. This complex relationship necessitates a nuanced understanding of how dance can influence students’ mental health, particularly in high-pressure academic environments. Another significant finding from both the focus groups and the questionnaire was the critical role of social support systems in mitigating stress and enhancing well-being. Emotional encouragement from family and camaraderie among peers were identified in the focus groups as vital factors that help students manage their commitments. However, both data sources pointed towards a lack of institutional flexibility as a source of additional stress, emphasising the need for educational environments to better accommodate the unique challenges faced by student dancers. Theoretical and Practical Implication: The overall contribution of this dissertation lies in its empirical evidence, which informs both academic discourse and practical applications. By highlighting the importance of time management education, flexible scheduling, and the development of supportive networks, this research provides actionable recommendations to educational institutions and dance academies. These insights are essential for creating an environment that fosters student success and mental health, enabling student dancers to navigate their dual roles effectively. In conclusion, this dissertation enriches the existing literature on time management, stress, and mental health among student dancers, offering valuable perspectives to educators, policymakers, and support systems aimed at enhancing the well-being of students engaged in both academic and extracurricular pursuits.