This article reports an investigation of the musical and extra-musical outcomes of participation in a music programme for students in four socio-economically disadvantaged school settings. Drawing on the theory of Positive Youth Development, which provides a focus on the positive assets young people bring to their engagement rather than perceived deficits and risks, the findings indicate that PYD outcomes do arise from music participation in these settings. Specifically, students evidence developing competencies in the PYD domains of Competency (musical, academic, social), Confidence, Connection, Character, and Caring. The findings also indicate those learning and teaching strategies and environmental supports that foster the development of PYD domains in these settings.
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