Researchers from Edith Cowan University systematically reviewed existing studies on music learning and its impact on wellbeing, revealing its significant social, emotional and educational benefits for young people.
While music listening and participation have long been recognised for their positive effects on wellbeing, the study suggests that learning music amplifies these benefits.
By definition, ‘learning music’ encompasses both the process of acquiring musical knowledge and skills, as well as the study and understanding of music itself. It involves developing aural skills, understanding musical elements like rhythm and pitch, and learning to perform, compose, and appreciate music.
Research lead author Dr Jason Goopy, says learning music can bring multiple benefits to children and adolescents.
“Music education in schools goes beyond music appreciation and learning an instrument,” Goopy says.
“It can strengthen self-confidence, social connections and engagement in education.
“We found that music education can foster a sense of belonging, improve emotional awareness and encourage perseverance, all of which contribute to a young person’s overall wellbeing.”
The review examined 30 international academic sources and found that almost all reported positive wellbeing outcomes associated with learning music.
Dr Jason Goopy, pictured above, says further interdisciplinary research Is required to develop standardised methods of measuring wellbeing outcomes in music education.
Goopy is an accomplished music educator, scholar, leader, and advocate who lectures and coordinates secondary and instrumental music education at ECU and the Western Australian Academy of Performing Arts (WAAPA).
He argues that based on the research findings, a rethink about the place and purpose of music in schools is required.
“Our findings highlight the need for music education to be recognised as a needed wellbeing strategy in schools to support young people”, he says.
“Music classes should not be viewed as an ‘extracurricular option’. They are essential for supporting whole child development.”
The study identified three core wellbeing outcomes of music learning: individual, social and educational.
On an individual level, students reported improvements in self-confidence, emotional regulation and personal fulfillment.
Goopy says the research reinforces previous studies that music helps students build relationships and develop communication skills, as well as enhancing engagement and motivation to learn.
“Music learning creates opportunities for self-expression, collaboration and achievement, all of which contribute to students living well and healthy,” he suggests.
The study identified effective approaches in promoting student wellbeing, including shared and active music making, creating musical products, context-specific artistic excellence and empowerment, and a secure and fun environment.
“At a time when mental health concerns for young people are increasing, it is crucial that schools take advantage of the powerful benefits that music education provides,” Goopy says.
Despite widespread consensus among educators that music education provides profound and varied benefits, a recent ACER survey of 700 NSW primary teachers from 95 public schools revealed glaring gaps in teachers’ preparation and training to teach the subject to a Year 6 level.
Almost three quarters of the teachers surveyed said they preferred to use pre-recorded music lessons over their own.
While 90 per cent agreed that music education improves cognitive connectivity and efficiency, more than 80 per cent reported that their ITE degrees didn’t adequately train them to teach music up to the upper primary years, and most said less than nine hours were dedicated to music education throughout their entire degree.
Emily Albert, executive director of The Tony Foundation - Alberts, a philanthropic arm of the Albert family, says it’s disappointing that only a quarter of those surveyed said they had completed further musical training since they graduated.
It’s alarming, Albert says, given schools rely on generalist classroom teachers to deliver music.
“…We’re not equipping them,” she says.
Encouragingly, NSW Department of Education Secretary Murat Dizdar said in mid-May that the NSW survey had offered up ‘valuable data’ which will be used to inform a 10-year plan for music teaching in the state – put together in response to a 2024 NSW parliamentary inquiry into arts and music education.
“…Many schools provide wonderful musical learning opportunities for our students and we’re determined that this is an experience shared across the state,” Dizdar said.
The ECU study notes that large-scale investigations into the impact of music learning on wellbeing remain scarce, with most existing studies small in scale.
It’s time, Goopy says, for further interdisciplinary research to develop standardised methods of measuring wellbeing outcomes in music education.
“This research sends a clear message: learning music is more than just an artistic indulgence,” he says.
“It actively contributes to young people’s ability to thrive.
“Every child needs access to quality, sequential and ongoing school music education delivered by confident and capable teachers.
“The opportunity to enhance wellbeing from learning music should be available to every child regardless of what school they attend.”
