Young people’s wellbeing and music learning: Key research findings for practice and policy

Goopy, J., & MacArthur, S. L. R. (2025). Music learning and school-aged children’s and adolescents’ wellbeing: A scoping review. Research Studies in Music Education, 0(0). https://doi.org/10.1177/1321103X251323562

This comprehensive review by Goopy and MacArthur analyzed 30 studies examining how music learning affects the wellbeing of school-aged children and adolescents. Here are the essential findings for different professional communities:

Core Research Findings

Overwhelmingly Positive Impact: Nearly all studies (29 of 30) found that music learning supported children’s and adolescents’ wellbeing. No studies reported negative effects, though researchers noted that outcomes depend heavily on program quality and context.

Three Key Benefit Areas:

• Individual benefits: Increased confidence, self-esteem, emotional awareness, happiness, and coping skills
• Social benefits: Enhanced sense of belonging, stronger relationships, improved social skills, and better connections with peers and teachers
• Educational benefits: Greater motivation to learn, increased engagement, and stronger sense of accomplishment

For Educators

Evidence-Based Program Features: The research identified 10 characteristics of effective music programs:

1. Shared and active music-making activities
2. Creating tangible musical products
3. Incorporating focused listening
4. Maintaining artistic excellence standards
5. Teaching both musical and life skills tailored to student needs
6. Empowering students through shared decision-making
7. Providing direct, honest feedback and praise
8. Building positive relationships as a foundation
9. Creating safe, secure learning environments
10. Balancing fun with appropriate challenges

Implementation Considerations: Programs were most effective when they explicitly integrated wellbeing strategies rather than assuming music alone would provide benefits. The research suggests music creates an engaging context for teaching broader life skills.

For Arts Leaders and Community Organizations

Diverse Contexts Work: Successful programs operated in schools, community centers, juvenile justice facilities, and with various populations including refugee youth, Indigenous communities, and children facing socioeconomic disadvantages.

Program Design Matters: Effectiveness correlated with program “richness” – including community partnerships, long-term engagement, and institutional support. One-off interventions showed limited impact compared to sustained programming.

Vulnerable Populations Benefit Most: Children from disadvantaged backgrounds consistently showed the strongest wellbeing improvements, supporting targeted programming for at-risk youth.

For Healthcare Professionals

Complementary Intervention: Music learning offers a non-medical approach to supporting mental health and emotional development, particularly valuable for prevention and community-based wellness initiatives.

Measurable Outcomes: While most research used qualitative methods, studies employing standardized wellbeing scales (like the Warwick-Edinburgh Mental Wellbeing Scale) showed quantifiable improvements in psychological wellbeing measures.

Holistic Benefits: The research demonstrates music learning affects multiple dimensions of health – emotional regulation, stress management, social connection, and cognitive engagement.

For Policymakers

Research Gaps Require Attention: The field lacks large-scale quantitative studies, particularly in school settings. Most research focused on small community programs rather than mainstream educational contexts.

Geographic Limitations: Studies concentrated heavily in Australia and the UK, with minimal representation from other regions, suggesting need for more diverse research investment.

Measurement Standardization Needed: Researchers used inconsistent definitions and measures of wellbeing, making it difficult to compare programs or establish best practices systematically.

Critical Limitations and Future Directions

Methodological Concerns:

• Most studies lacked clear wellbeing theoretical frameworks
• Heavy reliance on qualitative methods limits generalizability
• Potential bias in advocacy-funded research
• Need for control groups and longitudinal studies

Recommended Actions:

1. Develop standardized measurement tools specifically for music learning and wellbeing
2. Conduct large-scale studies in mainstream school settings
3. Investigate specific mechanisms linking music learning to wellbeing outcomes
4. Train educators in explicit wellbeing integration strategies
5. Ensure transparent research funding and methodology

Bottom Line

Music learning shows consistent promise as a wellbeing intervention for young people, particularly when programs intentionally integrate relationship-building, skill development, and emotional support. However, the field needs more rigorous research infrastructure and standardized approaches to realize its full potential as an evidence-based strategy for supporting youth mental health and development.

The research suggests that while music provides an engaging foundation, the quality of instruction, program design, and explicit attention to wellbeing outcomes determine effectiveness more than musical activities alone.