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September is recognized as Spinal Cord Injury Awareness Month, a time dedicated to increasing public understanding of spinal cord injuries, supporting people living with them and highlighting the continuing need for accessible health care, rehabilitation, research and community inclusion. The observance has been recognized by the U.S. Senate in multiple years. In 2025, the Senate again designated September as National Spinal Cord Injury Awareness Month, citing the need for continued research, improved treatments and greater awareness of the challenges faced by people living with spinal cord injuries. United Spinal Association also recognizes September as Spinal Cord Injury Awareness Month in its 2026 disability observances. Spinal cord injuries, commonly called SCIs, occur when damage to the spinal cord interferes with communication between the brain and the body. Injuries can result from trauma, such as vehicle crashes or falls, but spinal cord damage can also be caused by disease, tumors, infection, loss of oxygen and other medical conditions. The effects can vary dramatically depending on the location and severity of the injury. An injury affecting the lower portion of the body is generally described as paraplegia, while an injury affecting the arms as well as the lower body is called tetraplegia, formerly commonly called quadriplegia. An injury may also be classified as complete or incomplete depending on how much motor or sensory function remains below the level of injury. More than 18,000 new traumatic spinal cord injuries occur in the United States each year, according to the National Spinal Cord Injury Statistical Center at the University of Alabama at Birmingham. That estimate does not include people who die at the location where the injury occurs. An estimated 257,000 to 388,000 people were living with traumatic spinal cord injuries in the United States in 2023, according to the center. Motor vehicle crashes account for about 38% of traumatic spinal cord injuries recorded since 2015, followed by falls at approximately 32%. Acts of violence account for about 15%, while sports-related injuries represent approximately 8%. Although spinal cord injury is often associated with younger people injured in crashes or sports accidents, it affects people across the lifespan. The average age at the time of injury has risen substantially, from about 29 years in the 1970s to approximately 43 years among people injured since 2015. Loss of the ability to walk is one of the most visible effects of some spinal cord injuries, but SCI can affect nearly every body system. Depending on the location and severity of the injury, people may experience changes in sensation, muscle control, bladder and bowel function, sexual function, circulation, breathing, temperature regulation and blood pressure. Secondary medical conditions can include urinary tract infections, pressure injuries, chronic pain, blood clots, respiratory complications and osteoporosis. Autonomic dysreflexia, a potentially dangerous sudden rise in blood pressure, can occur particularly in people with injuries at or above the T6 level. For many people, rehabilitation becomes an important part of adjusting to life following an injury. Physical therapy, occupational therapy, assistive technology and mobility equipment can help people regain or maximize independence. Recovery also varies widely. Some people regain significant movement or sensation after an incomplete spinal cord injury, while others experience permanent paralysis. Improvements may continue long after an initial hospitalization or rehabilitation stay, and the course of recovery is different for every individual. Spinal Cord Injury Awareness Month also brings attention to challenges that extend beyond medical care. Accessible housing, transportation, workplaces, public buildings and recreational spaces can significantly affect whether people with disabilities can participate independently in their communities. Wheelchairs and other mobility devices are tools of independence, but physical barriers such as stairs, narrow doorways, inaccessible bathrooms and inadequate transportation can restrict opportunities that would otherwise be available. Employment is another important issue. Advances in technology and remote work have expanded opportunities for some people with mobility disabilities, but inaccessible workplaces, transportation problems and misconceptions about disability can remain obstacles. Awareness means recognizing that disability does not automatically mean dependence. People with spinal cord injuries work, raise families, travel, participate in sports, volunteer, pursue education and remain active in their communities. Scientists continue to investigate ways to limit damage immediately following a spinal cord injury and improve function afterward. Research includes nerve regeneration, neuroprotection, electrical stimulation, rehabilitation technologies, brain-computer interfaces and other approaches aimed at restoring movement or improving independence. Federal lawmakers, disability organizations and research institutions have repeatedly emphasized the importance of funding clinical research and developing new treatments for spinal cord injury. The 2025 Senate resolution recognizing SCI Awareness Month specifically called for continued research and clinical trials for promising therapies. Even when a cure is not available, advances in rehabilitation, assistive technology and medical management can improve health, function and quality of life. Spinal Cord Injury Awareness Month is ultimately about more than statistics. It provides an opportunity to learn about an injury that can occur suddenly and permanently change the way a person interacts with the world. It also highlights the importance of prevention, emergency treatment, rehabilitation, accessible communities and continued medical research. Just as important is understanding that a spinal cord injury is only one part of a person's life. A wheelchair, walker or other mobility device may make a disability visible, but it does not define a person's abilities, ambitions or value. September offers an opportunity to replace assumptions with knowledge — and awareness with greater accessibility, inclusion and understanding. References National Spinal Cord Injury Statistical Center, University of Alabama at Birmingham. “Frequently Asked Questions.” Includes current U.S. estimates for spinal cord injury incidence, prevalence, causes, demographics and complications. United Spinal Association. “United Spinal Related Observances.” Lists September as Spinal Cord Injury Awareness Month for 2026. Christopher & Dana Reeve Foundation. “Spinal Cord Injury.” Information on causes, types and effects of spinal cord injury. Christopher & Dana Reeve Foundation. “Secondary Conditions.” Information about medical complications associated with paralysis and spinal cord injury. U.S. Senate. Senate Resolution 440, 119th Congress, designating September 2025 as National Spinal Cord Injury Awareness Month and supporting research, clinical trials and improved quality of life for people living with spinal cord injuries.
Dance is more than entertainment. It is movement, expression, exercise and, for many people, a powerful way to connect with others. Each year, National Dance Day celebrates the many ways dance can bring people together while encouraging people of all ages and abilities to get moving. National Dance Day is observed in September and was created to promote dance as a fun and accessible form of physical activity. The celebration is supported by American Dance Movement, an organization dedicated to increasing access to dance and highlighting its physical, emotional and social benefits. Dance has existed across cultures and generations as a form of storytelling, celebration and self-expression. It can also provide significant health benefits. Regular dancing can improve cardiovascular fitness, strength, balance, coordination and flexibility. Because it combines movement with music and memory, dance can also challenge the brain while encouraging creativity. Dance does not have to mean formal lessons or complicated choreography. Moving to music at home, participating in a community class or simply swaying and tapping along to a favorite song can all be forms of dance. For people who may have limited mobility, dance can also be adapted. Seated dance, upper-body movement and other modified forms of dance allow people with disabilities or physical limitations to participate in ways that work for them. One of the goals of National Dance Day is to make dance available to everyone. Community organizations, schools, dance studios and fitness programs often use the observance as an opportunity to introduce people to different styles of dance and encourage participation regardless of experience level. Dance can cross age, cultural and language barriers. From ballet and ballroom dancing to hip-hop, jazz, folk dancing and line dancing, every style offers its own form of expression and movement. National Dance Day also emphasizes that people do not have to consider themselves “dancers” to participate. The goal is simply to move. National Dance Day can be celebrated in many ways. People can turn on a favorite song and dance at home, attend a community dance event, try a new dance class or learn simple choreography with friends or family. American Dance Movement has also promoted National Dance Day routines and video challenges designed to encourage people across the country to participate together. Schools and community organizations can use the day to introduce children and adults to different styles of dance or discuss the role dance has played in cultures throughout history. Even a few minutes of movement can be a meaningful way to participate. Perhaps one of the most important messages behind National Dance Day is that movement looks different for everyone. Dance does not require a particular body type, age or level of physical ability. A person can dance standing, seated, with assistance or through whatever movement is available to them. At its heart, dance is about expression. National Dance Day offers a reminder that movement can be joyful rather than simply something we do for exercise. Whether it happens on a stage, in a studio, in a wheelchair, in the kitchen or alone in the living room, dance gives people an opportunity to connect music, movement and emotion. On National Dance Day, the invitation is simple: Turn on the music, move in whatever way you can and celebrate what your body is able to do. References American Dance Movement. “National Dance Day.” American Dance Movement. The organization promotes National Dance Day and encourages participation through dance events, choreography and community programs. American Dance Movement. “American Dance Movement Announces New September Date for National Dance Day.” June 4, 2019. National Dance Day was moved from July to the third Saturday in September to expand participation, including through schools. U.S. House of Representatives. H. Res. 1350, 117th Congress. The resolution supports National Dance Day and recognizes dance for its contributions to physical fitness, dance education and artistic expression. Congressional Record. “Celebrating National Dance Day.” July 30, 2010. The congressional remarks describe National Dance Day as a celebration of dance as an art form and a way to promote physical activity and health.
Every child deserves the opportunity to create. Whether it is through painting, music, theater, dance, photography, creative writing, or digital media, the arts give students ways to express themselves, explore ideas, and discover abilities they may not realize they possess. During National Arts in Education Week, September 13–19, 2026 , schools, families, artists, and communities across the country celebrate the important role arts education plays in helping young people learn and grow. National Arts in Education Week has its roots in a 2010 congressional resolution supporting the designation of the week beginning on the second Sunday of September as Arts in Education Week. The resolution recognized the arts as an important part of education and encouraged communities and elected officials to raise awareness about their value. For generations, subjects such as music, visual arts, theater, and dance have sometimes been treated as extra activities to be offered only when school schedules and budgets allow. But arts education is much more than an extracurricular activity. Under Every Student Succeeds Act, music and the arts are specifically included among the subjects that can contribute to a well-rounded education. The National Endowment for the Arts also emphasizes that arts education can help students develop creative thinking skills, self-expression, engagement, and opportunities for personal growth. When students create something themselves, learning becomes active. A child painting a picture makes choices about color, shape, composition, and meaning. A student learning an instrument develops patience through repeated practice. A young actor must listen, remember, interpret, and collaborate with others. A dancer learns discipline, movement, timing, and persistence. A student creating a film or photograph learns to communicate ideas through images. These experiences teach skills that extend far beyond an art classroom. One of the most powerful aspects of arts education is that there is rarely only one correct way to create. Students are encouraged to experiment, make mistakes, try again, and develop their own ideas. That process can help build confidence and resilience. For a child who struggles in a traditional academic environment, an art room, music class, theater production, or dance program may also become the place where that student finally discovers something at which they excel. That discovery matters. Every student needs opportunities to experience success. The arts can provide another doorway into learning — one that allows students with different abilities, interests, backgrounds, and learning styles to participate and contribute. Research has found meaningful associations between participation in the arts and a range of positive student outcomes. The National Endowment for the Arts has reported that arts education is linked with academic achievement as well as social and emotional development. Research involving students from lower socioeconomic backgrounds has also found associations between strong arts participation and outcomes such as higher educational achievement, college enrollment, career aspirations, and civic engagement. The arts can also support emotional well-being. Creative activities give young people constructive ways to explore feelings, tell their stories, connect with other people, and process experiences that may be difficult to express with words alone. Those benefits can be particularly important during childhood and adolescence, when students are still developing their identities and learning how to understand the world around them. Arts education is not valuable only for students who intend to become professional artists. Creativity is needed everywhere. Engineers design. Entrepreneurs imagine new products. Scientists develop new approaches to problems. Writers communicate ideas. Architects combine creativity with mathematics and engineering. Technology professionals design everything from websites and video games to digital experiences. Healthcare professionals frequently rely on observation, communication, creativity, and problem-solving. The ability to imagine something that does not yet exist — and then determine how to create it — is one of the fundamental skills developed through the arts. Although the benefits of arts education are widely recognized, not every student has equal access to high-quality arts programs. Schools serving disadvantaged communities can face limited resources, fewer specialized instructors, and reduced opportunities for students to participate in arts learning. That makes access an important part of the National Arts in Education Week conversation. The National Endowment for the Arts has made expanding access to arts education, particularly for students who have the fewest opportunities, an important part of their arts education work. The goal should not be to reserve arts education for students whose families can afford private music lessons, dance classes, theater programs, or art supplies. Creative opportunities should be available to every child. National Arts in Education Week is also an opportunity to recognize the teachers and professionals who make those experiences possible. Arts educators do far more than teach students how to paint, perform, dance, sing, or play an instrument. They encourage students to take chances. They teach them that improvement takes practice. They show them that mistakes can become part of the creative process. They introduce students to cultures, histories, artists, ideas, and perspectives beyond their own experiences. And sometimes, they become the person who recognizes a talent in a child before that child recognizes it in themselves. During National Arts in Education Week, we celebrate those educators, the schools and organizations that support them, and most importantly, the students whose imaginations they inspire. Because education should do more than teaching young people what the world already knows. It should also give them confidence and creativity to imagine what the world could become. National Endowment for the Arts. (n.d.). Arts education. https://www.arts.gov/impact/arts-education ; National Endowment for the Arts. (2025). Educating ourselves about childhood arts experiences—and why they matter. https://www.arts.gov/stories/blog/2025/educating-ourselves-about-childhood-arts-experiences-and-why-they-matter ; National Endowment for the Arts. (n.d.). Back to school with arts education. https://www.arts.gov/back-school-arts-education ; National Endowment for the Arts. (2012). New NEA research report shows potential benefits of arts education for at-risk youth. https://www.arts.gov/news/press-releases/2012/new-nea-research-report-shows-potential-benefits-arts-education-risk-youth ; U.S. Congress. (2010). H. Con. Res. 275: Expressing support for designation of the week beginning on the second Sunday of September as Arts in Education Week. 111th Congress. https://www.congress.gov/bill/111th-congress/house-concurrent-resolution/275 ; U.S. Department of Education. (n.d.). Arts Education National Program. https://www.ed.gov/grants-and-programs/grants-birth-grade-12/well-rounded-education-grants/arts-education-national-program ; U.S. Department of Education, Assistance for Arts Education Center. (n.d.). Arts education resources. https://aaec.ed.gov/ed-arts-education-resources
