Teacher’s Idea Leads to Impact as Dance Class Opens Doors for Students
Alix Caruthers just wouldn’t let go. As she was interviewing for a history position at Jenks High School in 2013, she floated the idea of teaching a dance class. For the next 11 years, Caruthers kept asking.
“I planted that seed and I brought it up year after year to our principals,” Caruthers recalled. “I heard ‘no’ and ‘not right now’ but I believed so strongly in having this opportunity for our students.”
Caruthers was dedicated to dance from a young age. Studio rehearsals and performances led her to her high school pom squad and on to the dance team at Arizona State University. She danced professionally for the Arizona Cardinals of the National Football League and moved to Los Angeles to pursue dance before finding a career in education.
More than a decade into her tenure at Jenks, Caruthers got the green light to turn vision into reality. In the Fall of 2024, for the first time, JHS offered the Intro to Dance class as a fine arts elective. It was easy to identify the right teacher for the job.
“I was so happy and so excited,” Caruthers exclaimed. “Dance was such a big part of my life for so long and it felt like a piece of my heart had been missing. To have it back means so much to me.”
The Pom room in the Trojan Activity Center serves as Caruthers’ classroom and each morning during first hour, she welcomes dancers of all ability levels and grades (9-12). They start their day together, in a space free from judgment, with movement, focus, and purpose.
“It feels so healthy to start our school day this way and students tell me they feel more focused and ready to learn for their next classes because they are starting the day by being active,” stated Caruthers, who teaches US History and Student Body Leadership after the dancing is done. “I feel it too. The rest of my day is academic so to be at school but be in a place so different from a traditional classroom is an awesome thing for me and for my students.”
The mental and physical benefits of dance are part of the appeal for Caruthers and her students, but the real satisfaction comes from watching young dancers grow in confidence throughout the semester. Students who may have been hesitant to push themselves, take risks, or muster the courage to perform in front of their peers are stepping past the self-doubt and discovering a new side of themselves. These comments are typical of what Caruthers has heard from her students:
“I’m proud of how I have improved in my confidence and in my dance skills. I was surprised to find myself wanting to perform the different choreography pieces for others, since I am introverted. I want to continue to build off the energy I’ve gained from this class and try to explore more dance opportunities and styles moving forward.”
“I’m very proud of everything we learned in class, including dancing and teamwork. When I first arrived, I was afraid of being accepted, but I was wrong. We all got along and learned together.”
Caruthers always believed in making dance more accessible and inclusive. As she choreographs and collaborates her way through the course, she remains grateful for being heard and for the payoff that comes with persistence.
“I’ve learned that if you have earned the trust of your colleagues and administration, and you have an idea for something you are passionate about, they will support you and encourage you to make it happen,” Caruthers said. “Maybe it took a little longer than I thought, but they believed in me just like I believe in these kids, and they helped me bring this to life. I wouldn’t want to work anywhere else.”