The purpose of this study is to explore learner-centered strategies that enable safe and sustainable movement in dance education, grounded in the theoretical frameworks of Safe Dance Practice and Somatic Ballet®. A conceptual analysis was conducted based on a review of relevant literature. The findings identify three key strategies. First, the sensory awareness strategy is a learning condition structured at the beginning of class so that learners can monitor their physical state before engaging in movement. Second, the sensory regulation strategy proposes that learners to adjust movement based on their own bodily sensation, while referring to the instructor’s guidance. Third, the rest and recovery strategy reframes rest not as an interruption of training, but as a learning mode that prepare learners for subsequent movement. From this perspective, safety is understood not merely as injury prevention but as a learning condition that should be implemented within the educational structure of dance education. This study contributes a practical, learner-centered framework that supports students in recognizing and regulating their bodily states within the learning process.