“We don’t sound as good without you”: Teachers’ Understandings of the Benefits of Music Education for Wellbeing

Abstract

In response to the increasing standardisation of school curricula and subsequent perceived marginalisation of arts education, there has recently been extensive research into the academic, social and emotional benefits of music education in schools. There have, however, been few studies investigating teachers’ perspectives on these potential benefits. Further, although middle childhood is a key developmental period, there have been few studies on the benefits of music education in the primary school years specifically. Research into music education is typically correlational and often of poor design and transferability. As such, the present study approached music education qualitatively and aimed to explore teachers’ understandings about whether music education influences students’ wellbeing. Further, it aimed to explore the barriers and facilitators to music education in schools. Eight participants were interviewed, including three general classroom teachers and five specialist music teachers. Analysis of the data resulted in the identification of five themes: ‘music education has many benefits for primary school children’s wellbeing,’ ‘music is more than just music,’ ‘music education in primary school isn’t valued,’ ‘there are numerous practical barriers to delivering music education’ and ‘champions of music facilitate music education.’ The results found that teachers see the benefits of music education in a framework that mirrors frameworks of wellbeing in the literature more broadly: they see it as providing balance, and as realising potential, helping students to cope with stress and to be productive. Findings indicate that music education has extensive, holistic benefits for primary students’ social and emotional wellbeing.