I am going to make it abundantly clear right now: I am not against the teachers of our schools. Most of them deserve a medal. Sadly they are working in a system that is broken, aimed at the few children not the many.
When it comes to creating an enriching music education experience, teachers are at the heart of the solution. However, a significant barrier to improving music education is the lack of training and support available for them—particularly for non-specialist teachers who may lack the confidence or resources to bring music into the classroom. This chapter explores how we can better equip teachers to introduce and enhance music education, from understanding current training gaps to providing real-world examples of supportive schools and outlining policy changes needed to make lasting improvements.
Current Gaps in Teacher Training and Development
In the UK, and in many other regions, teacher training for music education is often limited, and music is typically seen as a “specialist” subject. In primary schools especially, teachers are expected to deliver music lessons with little formal training in the subject. This expectation can lead to a lack of confidence, and often, to an overly simplified or even reluctant approach to music in the classroom.
Recent studies reveal that over 60% of primary school teachers in the UK report they haven’t received any form of music training since their initial teacher education NHS England Digital.
This gap isn’t just a UK issue; in many parts of the world, music education is treated as an optional part of teacher development rather than an essential skill. The result? Teachers feel underprepared to teach music, and students are deprived of quality music education.
Another factor is budgetary constraints. Schools facing funding challenges often allocate their limited budgets to core subjects, leaving little for music training and resources. Because of these constraints, training initiatives or additional resources for teachers, such as professional development courses or workshops, are often overlooked.
In the cases of those organisations that got it right, as highlighted in the previous chapter, schools and programmes have managed to create a collaborative environment where teachers and music specialists work hand-in-hand, allowing teachers to gain confidence while students enjoy a comprehensive music experience. Such models demonstrate the positive impact of providing non-specialist teachers with ongoing support, practical resources, and opportunities for mentorship.
What Needs to Be Done at a Policy Level
For these supportive structures to become the norm rather than the exception, it’s time for a bit of a policy overhaul. Right now, music sits on the education sidelines, labelled “extra-curricular,” as though it’s just there for rainy days or the odd tambourine session. Funding for music education? Sporadic at best. If we’re serious about giving every student access to quality music education, we need to rethink our priorities from the top down. Here’s what policymakers need to address if we want music to be more than just an afterthought:
1. Prioritise Music in Initial Teacher Training
Music education shouldn’t be left to the lucky few specialists who have the skills and training. Instead, it should be woven into standard teacher training, a bit like how we expect all teachers to have some grasp of literacy and numeracy. Just as every teacher learns the basics of reading instruction, they should also get a solid grounding in music. Look at Finland: over there, arts education is a cornerstone of teacher training. By adopting a “music for all” approach, we’d ensure that every teacher steps into the classroom with the ability to teach basic music skills confidently, even if they don’t plan to lead the next school orchestra.
Because let’s be honest, giving teachers this foundation means more than “here’s how to use a tambourine.” It’s about instilling confidence and giving them a genuine toolkit for inspiring creativity in students, without the fear of getting it all “wrong.”
2. Create Dedicated Professional Development Programmes for Music
Expecting teachers to stay up to date with the latest approaches to music education is all well and good—assuming they have access to the right training. Governments and local authorities should fund regular, accessible workshops that focus on music education specifically. This means hands-on courses for using digital music tools, integrating music into other subjects, and just plain making music lessons fun.
And let’s make these available to all schools, not just the ones with generous budgets. These programmes should cover everything from practical methods to more advanced strategies, making music accessible for every teacher and, in turn, every student. After all, expecting teachers to master music education with zero training would be like asking them to conduct an orchestra without a baton (or an orchestra).
3. Incentivise Schools to Employ Music Specialists
Not every school has the resources to employ a music specialist, but imagine the benefits if they did. Policies that encourage schools to hire specialists would mean non-specialist teachers have on-the-job mentors, people who know music education inside and out. This would create a collaborative environment where every teacher feels supported in delivering music lessons, even if they’re new to it.
Just picture it: a school where music specialists and general teachers work together, building a culture where students thrive in music, arts, and the traditional subjects, too. Teachers would no longer have to carry the full burden of music education alone; instead, they’d have a go-to resource within their own school, making it easier to inspire the next generation of musicians (or, at the very least, enthusiastic tambourine players).
4. Allocate Dedicated Funding for Music Resources
One of the most common complaints teachers have? Lack of resources. Policy changes to secure dedicated funding for musical instruments, digital tools, and curriculum materials would solve this problem and allow teachers to provide quality music education without the constant worry of budget cuts. Schools should have access to grants specifically earmarked for music resources—no strings attached, pun intended.
Imagine teachers who have what they need: keyboards, tablets with music apps, ukuleles, you name it. Not only would this encourage creativity, but it would also show students that music education is taken seriously. Because nothing says “music matters” like having instruments that aren’t older than the students playing them.
5. Encourage Collaboration with Local Arts Organisations
Why reinvent the wheel when there are already fantastic organisations out there? Partnerships with local music organisations and arts councils could bring shared resources, visiting musicians, and community programmes directly to schools. By making these connections, we could bridge the gap between classrooms and professional musicians, offering teachers support and giving students access to live performances and workshops.
Imagine a regular rotation of local musicians, coming into schools to run workshops and inspire students. It’s not only practical, but it also opens students’ eyes to a world of possibilities they might not otherwise see. Plus, teachers gain valuable insight from working alongside professionals, making music education less daunting and far more collaborative.
6. Develop Clear, Inclusive Music Curriculum Standards
The final piece of the puzzle? Clear, inclusive music standards. Currently, music education standards can be so vague that they’re practically interpretive dance. By establishing a framework that lays out what students should be learning at each stage, we’d give teachers a solid foundation. No more guesswork or random content; instead, a well-thought-out curriculum that includes both specialist and non-specialist material, tailored to meet defined learning outcomes.
These standards would ensure consistency across schools, so a student in Leeds receives the same foundational music experience as a student in London. With clear standards in place, teachers would feel more confident delivering music lessons, knowing they’re meeting benchmarks that have been thought through and refined.
Conclusion: Building a Foundation for Music Education
The path to making music a respected and accessible subject starts with these policy shifts. It’s time to stop treating music as a “nice-to-have” and recognise it as a fundamental part of education that develops emotional resilience, creativity, and academic skills. If we equip teachers with the training, support, and resources they need, we’ll be taking a significant step towards a system where every student has access to the benefits of music education, rather than just a lucky few.
Because, let’s face it, students deserve more than the occasional tambourine shake. With the right policies in place, music education can become the rich, empowering experience it was always meant to be.
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