Recommendations for the investigation and delivery of music programs aimed at achieving psychosocial wellbeing benefits in mainstream schools - Key recommendations

Oct 15, 2026

Uploaded by Jasmine

Music programs are widely viewed in policy and research as a way to support psychosocial wellbeing in mainstream schools, yet research evidence linking the two remains scarce and inconsistent. The study analyzes two Australian investigations through critical reflection, identifying challenges in reporting psychosocial wellbeing via research methodology and in relation to attributes of school music programs. Using these challenges, it presents recommendations for designing future research and for delivering music programs to achieve such wellbeing benefits.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages23

Reading Time58 min

AccessFree to download

Abstract

Introduction

Inconsistency in evidence and research challenges

Assumption 1: suitability of quantitative self-report methods

Cognitive capacity and comprehension limits in self-report

Assumption 2: effectiveness of generic music education programs

Generic vs therapeutic or non-generic program attributes

Recommendations for the investigation and delivery of music programs aimed at achieving psychosocial wellbeing benefits in mainstream schools Alexander Hew Dale Crooke and Katrina Skewes McFerran The University of Melbourne Abstract The potential for music programs to promote psychosocial wellbeing in mainstream schools is recognised in both policy and research literature. Despite this recognition, there is a dearth of consistent research evidence supporting this link. Authors attribute this lack of consistent evidence to limitations in the areas of research design and method, as well as the attributes of school music programs investigated. In order to further explore and identify challenges in these areas, two critical reflection analyses were undertaken on the research methods and musical programs used in two Australian studies. One analyses identified several important challenges of reporting psychosocial wellbeing related to methodology, while the other identified challenges related to music program attributes. This article uses these identified challenges to present recommendations to inform the design of future research which aims to explore or demonstrate a link between musical participation in mainstream schools and psychosocial wellbeing. It also suggests a number of elements that should be considered for the design and delivery of music programs aimed at achieving such benefits students in mainstream schools. Key words: school music, psychosocial wellbeing, research methods, musical participation, policy, music program. Australian Journal of Music Education 2014:1, 15-37 Introduction Policy literature suggests musical participation in schools promotes student psychosocial wellbeing (PSWB) (Australian Government, DEST, 2005; Garrett, 2009; MCEETYA & CMC, 2007; Parliament of Victoria, 2013) . However, research evidence supporting this link is both scarce (Gill & Rickard, 2012) and inconsistent (Anderson & Rickard, 2007; Rickard, Appelman et al., 2012; Rickard, Bambrick,& Gill, 2012) . Analysis of the literature reveals this inconsistency is linked to research challenges in two main areas: research method and design, and the nature of the music programs under investigation. These challenges appear to be driven by assumptions that obscure the potential for research investigations to demonstrate a link between school music programs and psychosocial wellbeing (PSWB) . The first assumption is that the research methods commonly used to assess the PSWB benefits of music in schools are suitable for capturing these benefits. While a range of methods have been used in this area, including observer report (Rickson & Watkins, 2003) and reflexive methodologies (McFerran & Teggelove, 2011), the field is dominated by experimental designs using quantitative self-report methods (Costa-Giomi, 2004; Currie & Startup, 2012; Rickard, Appelman et al., 2012; Schellenberg, 2004) . Arts education scholars have frequently adopted a contrary stance, describing these methods as insufficient for assessing the subjective benefits of school based arts activities (Davis, 2008; Ewing, 2010; Hunter, 2005; Winner & Hetland, 2000) . This assertion is supported by literature on social indicators, where it is explicitly stated that: a child’s ability to provide a valid self-report depends on their cognitive capacity to understand the question and communicate a response [.] Although age is typically associated with particular stages of cognitive development, this varies from child to child and does not ensure a child’s ability to provide a valid selfreport. (AIHW, 2012, p. 27) Scholars investigating the PSWB benefits of musical participation also report comprehension a limitation when using quantitative self-report methods with children (Michel & Farrell, 1973), and older students (Anderson & Rickard, 2007) . The continued use of these methods can be seen as linked to suggestions from critical scholars that quantitative approac

FAQs

What program-related challenges are identified?

The article points to difficulties with generic music education programs in facilitating psychosocial wellbeing. It contrasts these with therapeutic or non-generic attributes that may be necessary, such as tailored, client-centred delivery.

Oct 15, 2026

Uploaded by Jasmine