Social and emotional competencies (SEC) are critical for success in school and life, as they include the ability to interact with others, regulate one's emotions and behavior, solve problems, and communicate effectively. Research and practice show that dance experiences enhance social-emotional development, yet less is known about the mechanisms through which this occurs. To address this, 110 SEC and dance articles were reviewed to inform the development of a Theory of Change to explain how dance may promote SEC. Self-intimation, nonverbal expression and communication, embodied cognition and learning, synchrony, and a supportive learning environment emerged as the key components of dance practice that may facilitate SEC. Evidence for these components and research, practice, and policy implications are discussed.