The article examines the impact of dance education on the development of confidence in adolescents within the context of contemporary educational environments. The study is based on a comparison between an original methodology—developed by the author and integrating academic and somatic practices—and current national and international research in the fields of dance pedagogy, somatic therapy, and developmental psychology. Special attention is given to the analysis of three key developmental domains: bodily awareness, initiative, and emotional self-presentation. Both quantitative and qualitative data collected over eight years of pedagogical practice are presented, including changes in confidence levels documented through surveys, observations, and self-reports. The article highlights the fundamental differences between classical and creative approaches to dance instruction, demonstrating the superiority of the latter in fostering students’ internal stability and sense of agency. It also analyzes the role of collective creativity and the sense of belonging as socio-psychological factors contributing to the reinforcement of adolescent confidence. Three summary tables are included to illustrate indicator dynamics, comparative effects of methodologies, and social conditions influencing confidence development. The findings suggest that bodily self-expression through dance contributes to reduced anxiety, increased initiative, and the formation of stable self-esteem in adolescents. The article will be of interest to dance educators, specialists in adolescent psychology, organizers of extracurricular programs, and researchers exploring interdisciplinary approaches to developing confidence and agency during the transitional period of adolescence.

adolescents, choreography, confidence, creative self-expression, bodily awareness, dance pedagogy, creativity, group dynamics, self-esteem, emotional development

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