Inclusive, band-based music education is playing a significant role in improving pupil engagement, attendance and inclusion in primary schools, according to new research involving nearly 10,000 children, parents and educators.<\/p>\n
The findings showed particularly strong outcomes for children with SEND. While only 34% of children with SEND reported feeling excited about attending school on a typical day (compared to 64% of children without SEND), this rose to 96% on days when they took part in their weekly band lessons, almost equalling pupils without SEND (97%).<\/p>\n
The research \u2013 which was published by Rocksteady Music School – gathered insights from 9,681 respondents, including 1,738 pupils and 513 teachers nationwide, making it one of the largest mixed-method studies into primary music education ever conducted in the UK. The child-focused research was conducted by national research agency Family, Kids & Youth.<\/p>\n
Teachers reported that Rocksteady\u2019s national band-based music education programme \u2013 which prioritises child-centred and pressure-free learning – supports key priorities around SEN provision and inclusion. 98% said taking part in the programme positively impacted pupils with SEND, while 41% of schools said they introduced the programme specifically to support their inclusion and SEN strategies.<\/p>\n
The findings show musical enrichment through taking part in weekly band lessons also deepens children\u2019s sense of belonging within the school community. 81% of pupils say their experience of school is better since joining Rocksteady lessons. 79% said it helps them to fit in – not in the sense that it makes them conform – but in that it helps them feel comfortable at school. One Rocksteady pupil said, \u201cIt makes me feel happy, like I\u2019m with a family.\u201d<\/p>\n
The research also showed improvements to attendance and motivation. 68% of parents whose children struggle with attendance said Rocksteady lessons helped their child attend more consistently, with 40% of teachers reporting attendance improvements amongst Rocksteady pupils who sometimes struggle to attend. Teachers also noted positive effects in the wider curriculum, including improved listening skills (64%) and academic progress in other areas (88%).<\/p>\n
95% of teachers reported that partnering with the Rocksteady programme helped to improve parental engagement with their school through termly whole-school concerts and shared learning experiences, strengthening relationships between pupils, families and schools. One teacher at a Rocksteady school said, \u201cIt has increased parental engagement within the school as they attend concerts to see the progression of their child’s talents and skills.\u201d<\/p>\n
The findings closely align with current policy direction, as the Curriculum and Assessment Review emphasises attendance, inclusion and a broad, balanced curriculum, and the forthcoming Enrichment Framework set to widen access to high-quality extracurricular provision.<\/p>\n
Rachel Hawker, Chief of Education at Rocksteady Music School, said: \u201cEvery day we see the transformational impact that access to inclusive music education is having on children\u2019s lives. It builds confidence, nurtures self\u2011belief, strengthens teamwork and social skills, and fosters a genuine sense of belonging in school \u2013 all factors that meaningfully shape how children engage with their learning and wider school experience.<\/p>\n
\u201cWe\u2019re extremely grateful to the thousands of children, teachers and parents who shared their insights. Their contributions highlight why engaging and accessible music education matters, and why continued commitment to making it accessible for every child is so important.\u201d<\/p>\n
The results from this research show that inclusive, extra-curricular music education can act as a powerful and strategic enrichment tool, supporting schools in meeting core priorities around wellbeing, engagement and long-term pupil development.<\/p>\n","protected":false},"excerpt":{"rendered":"
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