Exploring the relationship between music instruction and school belonging: A mixed-methods study

Abstract

The sense of belonging at school is a critical factor in adolescent health, academic achievement, and socioemotional well-being. Prior research in music education indicates that, among other benefits, music classrooms may provide an environment where students feel they belong. Using student surveys of school membership (n = 190), student reflective writings (n = 190), teacher interviews (n = 5), and classroom observations (n = 10), this study examined the relationship between seventh- and eighth-grade student-reported levels of connectedness within their school-based music ensemble and teacher instructional practice. Findings were derived from descriptive and inferential statistical analyses of the survey responses and inductive and comparative analyses of qualitative data regarding how teachers utilize instructional practices to build an inclusive music learning environment. Students reported high levels of positive school membership within their music classes, which aligned with teacher instruction practices. The findings offer important implications for future music teacher instruction to create environments of inclusion and promote strategies that enhance student connection to schooling.