Term
Summer 2026
Capstone
Capstone Project
Degree Name
MAT
Facilitator(s)
Suzanne Gikas
Content Expert
Kim Nasshan and Shelley Orr
Abstract
This capstone project explored how movement, music, wellbeing, learner voice, and inclusive educational practices observed in Wales can inform classroom instruction in the United States. Originally conceived as a project to develop movement-based interventions for students with Emotional Behavioral Disorders (EBD) and Autism Spectrum Disorder (ASD), the study evolved into a cross-cultural qualitative exploration following participation in a study abroad experience in Wales. The guiding research question asked: How are movement-, music-, and wellbeing-based practices used in elementary classrooms in Wales compared with the United States, and how can these findings inform the development of practical resources that support student engagement and emotional regulation?
The project combined an extensive review of literature with classroom observations conducted in primary and secondary schools throughout Mid Wales, informational sessions led by faculty from the School of Education at Aberystwyth University, educator conversations, and reflective field notes. Analysis of these experiences identified several interconnected themes, including wellbeing as the foundation for learning, the purposeful integration of movement throughout the school day, the role of music and expressive arts, learner voice and children's rights, inclusive practices through the Additional Learning Needs (ALN) framework, and similarities and differences between Welsh and American educational systems.
The findings demonstrated that movement and music are most effective when embedded within a broader philosophy that prioritizes student wellbeing, meaningful relationships, learner agency, and inclusive educational environments. These observations, together with the existing body of research, directly informed the development of Moving Minds: Regulation Through Rhythm (Moving Minds Website), an online educator resource website that translates research into practical, evidence-informed classroom strategies. Designed for both general and special education teachers, the website provides accessible movement, music, mindfulness, wellbeing, and engagement resources that support emotional regulation, inclusive learning, and the development of positive classroom communities. Ultimately, this capstone demonstrates how cross-cultural educational experiences can broaden professional perspectives and inspire practical resources that help educators create classrooms where all students feel safe, connected, engaged, and ready to learn.
Project Type
Website Creation
Keywords
Art Education, Music, Special Education, Teachers/ Teaching
Recommended Citation
Nasshan, Steven, "Moving Minds: Regulation Through Rhythm A Cross-Cultural Exploration of Movement, Music, Wellbeing, Learner Voice, and Inclusion in Elementary Education in Wales and the United States" (2026). School of Education and Leadership Student Capstone Projects. 1200.
https://digitalcommons.hamline.edu/hse_cp/1200
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects