“Ranting about the irony of sidelining one of the oldest (and cheapest) therapies we have.”
Introduction: The School of Hard (and Silent) Knocks
Imagine this: a classroom filled with children trying to navigate their way through algebra, friendship drama, and that unholy trinity of school life—stress, anxiety, and self-doubt. And yet, rather than giving them tools to handle the chaos, we’ve stripped away one of the most effective outlets for emotional regulation and creativity: music. It’s like giving someone a bicycle with no wheels and telling them to pedal harder.
Here’s the kicker: we’re constantly being told—by politicians, doctors, and headline-grabbing campaigns—that children’s mental health is a priority. Yet, one of the oldest and most accessible forms of therapy is barely hanging on in our schools. You’d think after the pandemic, with all its Zoom fatigue and isolation-induced crises, we’d have learned the value of music. But no. Instead, we’re watching music education vanish faster than a politician’s principles after election day.
So let’s set the record straight (pun absolutely intended) about why music is essential—not optional—in schools, and why even Keir Starmer might struggle to disagree with us on this one.
A Brief History of Music as Medicine
Long before the invention of Spotify playlists, vinyl records, or even written language, music was deeply intertwined with human well-being. Anthropologists suggest that rhythm and melody were central to early human societies, used in rituals, communication, and emotional bonding. This wasn’t just prehistoric humming around a campfire; early humans understood, intuitively, that sound could heal, unite, and uplift.
The Greeks: Music as a Pillar of Health
Let’s start with the Ancient Greeks, who didn’t just see music as entertainment but as medicine for the soul and body. Pythagoras—yes, the triangle guy—was among the first to articulate the healing power of music. He believed in the concept of musica universalis or "music of the spheres," where the universe itself was governed by harmonious mathematical ratios. From this philosophy, Pythagoras proposed that music, through specific harmonies and rhythms, could restore balance to the human mind and body. He even used something akin to musical prescriptions, treating ailments with specific melodies designed to realign the body’s “harmony.”
Aristotle, Pythagoras’s intellectual descendant, took this further by introducing the idea of catharsis. He argued that music could purify emotions, acting as a safe outlet for feelings of sadness, anger, or joy. It wasn’t just a nice theory; it was a cornerstone of Greek education and health. People flocked to theatres not just for drama but for the accompanying music, which was believed to play an integral role in emotional healing. Music wasn’t an “extra” in Ancient Greece—it was essential.
Music Across Cultures
The Greeks weren’t alone. In China, Confucius argued that music had the power to influence morality and cultivate character. He believed the right kind of music could create harmony in society and even regulate behaviour. Traditional Chinese medicine also incorporated music to balance the body’s energies, aligning it with the philosophy of yin and yang.
Meanwhile, in the Indian subcontinent, the concept of raga emerged—musical scales designed not just for aesthetic pleasure but for specific emotional and physical effects. Even today, Ayurvedic practitioners sometimes recommend listening to specific ragas to alleviate anxiety, depression, or insomnia.
In the Middle East, the great physician Al-Farabi wrote extensively on how music could be used to treat psychological ailments. His texts were widely studied and influenced Islamic medical practices for centuries. Music wasn’t seen as frivolous—it was respected as a genuine therapeutic tool.
Science Catches Up
Fast forward a couple of millennia, and the scientific community is finally catching up to what the Greeks, Chinese, and Indians knew all along: music is medicine.
In a landmark 2020 study published in Psychology of Music, researchers found that listening to music significantly reduced cortisol, the infamous stress hormone that spikes when we’re anxious or overwhelmed. Lowering cortisol levels doesn’t just make us feel calmer—it reduces the physical toll of stress, including high blood pressure and weakened immunity. This is why hospitals increasingly use music therapy for patients recovering from surgery or undergoing cancer treatment.
Music also triggers the release of endorphins, our body’s natural painkillers, and oxytocin, often called the “love hormone.” Oxytocin fosters feelings of trust and connection, which is why group singing or playing music together can create such strong social bonds. Neuroscientists at McGill University have even shown that music activates the brain’s reward centres, flooding it with dopamine—the same feel-good chemical released when we eat chocolate, exercise, or receive a compliment. In other words, that euphoric high you feel during a perfect guitar solo isn’t just in your head—it’s hardwired into your biology.
The Modern Irony
And yet, here we are in 2025, debating whether music deserves a place in schools. While medical journals and neuroscientists are praising its therapeutic power, our education system is treating music as an expendable “extra,” subject to cuts whenever the budget gets tight.
This brings us to the Labour Party (because why not poke the bear a little?). If the Greeks could figure out that music heals both the mind and the body thousands of years ago with nothing more than a lyre and a lot of togas, how is it that Keir Starmer’s education team—armed with centuries of progress and mountains of evidence—can still sideline it in schools? Surely, it’s not that hard to include a bit of Bach alongside the arithmetic.
A Question of Priorities
The irony is hard to ignore. We’ve created a society where children are being diagnosed with anxiety and depression at unprecedented rates while simultaneously stripping away access to one of the cheapest, safest, and most enjoyable therapies available. We fund mental health campaigns (good), allocate millions to mindfulness apps (also good), but then leave kids with half-broken recorders and a 30-minute music lesson once a week if they’re lucky. Talk about mixed signals.
Let’s be clear: this isn’t just about fostering future musicians. It’s about recognising music as the powerful tool it is—one that can shape minds, heal hearts, and, quite frankly, do a better job at stress relief than most mindfulness apps.
So, to those in power: if you want to tackle the mental health crisis in schools, maybe start with something simple. Not another task force, not another report—just a bit more music. Because if the Greeks, the Chinese, and the McGill neuroscientists are all saying the same thing, maybe it’s time we listened.
The Mental Health Crisis in Schools
The statistics are louder than any symphony, and unfortunately, the tune isn’t a happy one. According to Young Minds, 1 in 6 children in the UK aged 5 to 16 now has a diagnosable mental health condition. That’s nearly five children in every classroom battling anxiety, depression, or stress-related issues. And while these numbers have been steadily rising for years, the pandemic and its aftermath have only amplified the crisis, leaving schools on the front line of a mental health emergency they’re ill-equipped to handle.
Teachers as Untrained Counsellors
In a system already stretched to breaking point, the responsibility for supporting children’s mental health is increasingly falling on teachers. But let’s be real—most teachers didn’t sign up to be mental health professionals. They’re educators, not counsellors, and while their commitment to their students is unwavering, they often lack the training, time, and resources to handle these challenges effectively. A 2022 survey by the National Education Union found that 78% of teachers felt ill-prepared to support the mental health needs of their students. It’s a system that’s crumbling under its own weight, leaving children, teachers, and parents in a spiral of frustration and burnout.
Music: An Underrated Solution
And this is where music comes in—not as a magic wand, but as a proven, cost-effective tool to help alleviate the pressures of the mental health crisis. Numerous studies have highlighted music’s profound impact on emotional well-being, particularly in young people. For instance, research published in The Journal of Psychiatric Research found that children who engaged in music activities—whether it was singing, playing instruments, or even just listening—experienced significant reductions in anxiety and behavioural problems. These weren’t just temporary mood lifts; the effects were lasting, contributing to better focus, improved behaviour, and a greater sense of emotional stability.
Another groundbreaking study from the University of Southern California’s Brain and Creativity Institute revealed that children exposed to regular music education demonstrated enhanced emotional resilience and empathy compared to their peers. The study showed that music activates areas of the brain involved in emotional regulation, fostering the development of skills that help children cope with stress, build relationships, and navigate complex emotions.
In essence, music isn’t just about melodies and harmonies—it’s a form of emotional scaffolding, helping children build resilience in a world that’s increasingly demanding and uncertain.
A National Oversight
But here’s the kicker: instead of investing in this proven, low-cost solution, we’re funnelling resources into more tests, more worksheets, and more of the exact things that are driving students’ anxiety through the roof. Standardised testing, for example, has become the bête noire of modern education, creating a high-pressure environment where academic performance is prioritised over mental well-being. And while tests may measure knowledge, they do little to nurture the creativity, emotional intelligence, and problem-solving skills that children need to thrive.
It’s a classic case of misaligned priorities. Imagine trying to fix a leaking pipe by pouring in more water—that’s effectively what we’re doing by doubling down on a system that’s already failing. Meanwhile, music, a tried-and-tested method for reducing stress and boosting mental health, is treated as an expendable “extra,” routinely cut from budgets when funds get tight.
A Cost-Benefit No-Brainer
Let’s talk about the economics for a moment, because even if you strip away the emotional arguments, the numbers make a strong case. A well-implemented music programme costs a fraction of what schools spend on other mental health interventions, many of which involve lengthy waiting times and high costs. And the return on investment is significant. Not only does music improve students’ mental health, but it also enhances their academic performance, with studies showing that children who participate in music education score higher in maths and reading.
So why isn’t music at the centre of our mental health strategy for schools? Part of the problem lies in the broader cultural undervaluation of the arts. Music, art, and drama are often dismissed as non-essential, despite overwhelming evidence of their benefits. This perception trickles down into policy, where creative subjects are seen as “nice to have” rather than “need to have.” It’s a mindset that fails not just the arts, but the children who stand to benefit from them.
A Challenge to Keir Starmer
And here’s where we need to ask serious questions of our leaders. Keir Starmer and the Labour Party have made mental health a key talking point, and rightly so. But rhetoric without action is as effective as an out-of-tune piano. If the Labour Party is serious about tackling the mental health crisis in schools, then music education must be part of the solution. And let’s not get bogged down in blaming the previous government (although, yes, the Conservatives haven’t exactly been conductors of a harmonious symphony in this area). The fact is, mental health in schools has been on a steady decline for decades, under governments of all stripes.
The evidence is there. The studies are in. So, Mr Starmer, the question is this: are you ready to listen? Because the next generation can’t afford another decade of misplaced priorities and missed opportunities.
It’s time to stop treating music as a luxury and start recognising it for what it truly is: an essential tool for mental health and well-being. Schools shouldn’t have to choose between maths textbooks and musical instruments—they should have both, because both are vital. And while implementing nationwide music programmes might sound ambitious, it’s a far more practical and cost-effective solution than waiting until mental health issues spiral into crises requiring specialist interventions.
Music is more than just notes on a page—it’s a lifeline. It’s time we gave it the respect and support it deserves.
Success Stories That Sing
If you’re still sceptical about music’s transformative power, let’s take a closer look at the evidence. Stories from schools and programmes around the world show just how impactful music education can be—not just as an artistic pursuit, but as a holistic game-changer for academic success, mental health, and emotional resilience.
Feversham Primary Academy: Music in Harmony with Success
Feversham Primary Academy in Bradford offers a compelling case study. Once labelled a “failing” school, Feversham was stuck in a spiral of poor academic performance and low morale. But instead of doubling down on drilling maths equations or writing lines of grammar, the school leadership did something radical: they made music the beating heart of their curriculum.
Feversham introduced up to six hours of music lessons a week, integrating singing, percussion, and instrumental practice into the daily timetable. The results were extraordinary. Students who had once struggled with focus and engagement began to thrive. Reading, writing, and maths scores improved dramatically, with the school now sitting comfortably in the top 10% of national progress tables. Beyond the academics, teachers reported that children displayed greater emotional resilience, self-discipline, and teamwork skills. It wasn’t just about learning scales and rhythms—it was about transforming lives.
Feversham’s headteacher, Naveed Idrees, summed it up perfectly: “Music isn’t an extra—it’s essential.” The programme didn’t just save a school; it demonstrated that investing in the arts is a smart, cost-effective way to tackle educational challenges head-on.
El Sistema: Venezuela’s Orchestral Revolution
For a story on a grander scale, look no further than Venezuela’s El Sistema. Founded in the 1970s by economist and musician José Antonio Abreu, this initiative aimed to bring classical music education to underprivileged children, many of whom faced poverty, violence, and limited opportunities. What began with a single orchestra has since grown into a national movement, transforming the lives of millions.
The impact of El Sistema is both profound and measurable. A study published in Scientific Reports revealed that children who participated in the programme demonstrated significantly higher cognitive abilities and emotional intelligence than their peers. They were better at problem-solving, showed improved memory and attention, and had a greater capacity for empathy and collaboration. In short, El Sistema didn’t just create musicians—it created leaders.
The programme’s alumni include world-renowned conductor Gustavo Dudamel, who credits El Sistema with giving him the skills, discipline, and confidence to succeed on the global stage. But it’s not just about producing virtuosos; it’s about empowering communities. The orchestras became safe havens for children in some of Venezuela’s most challenging environments, offering them structure, purpose, and hope.
Sistema Scotland: A Local Spin on Global Success
Closer to home, Sistema Scotland has adapted this model with its Big Noise programme. Operating in some of Scotland’s most deprived areas, the initiative provides free music education to children, offering them a lifeline in communities where opportunities can feel scarce. The results mirror those seen in Venezuela: improved academic outcomes, enhanced social skills, and greater emotional resilience. Teachers report that children involved in Big Noise are more engaged, confident, and motivated—not just in music, but across the board.
These examples aren’t flukes or isolated success stories; they’re evidence of a clear and replicable pattern. When you give children access to music, you’re not just teaching them to sing or play an instrument—you’re equipping them with tools for life. Music education fosters discipline, creativity, and collaboration, skills that are transferable to any field or challenge.
And yet, despite this overwhelming evidence, music programmes in schools are still treated as luxuries, the first to go when budgets tighten. It’s a short-sighted approach that ignores the long-term benefits music brings—not just to individual students, but to society as a whole.
So here’s a question for policymakers and sceptics alike: if music can turn around a struggling school in Bradford, lift children out of poverty in Venezuela, and inspire resilience in communities across Scotland, why aren’t we making it a cornerstone of our education system? These stories prove that the power of music isn’t theoretical—it’s real, measurable, and transformative.
It’s time to stop viewing music education as an optional extra and start recognising it for what it truly is: a lifeline, a bridge, and a blueprint for success.
What Needs to Change?
This is where we get a little demanding (because someone has to). Here’s what needs to happen:
Protect Funding: Schools must have ring-fenced budgets for music education. No more scrimping, no more “creative compromises.”
Mandatory Music Time: Let’s make music a core part of the curriculum, not a bolt-on. Think of it as an emotional PE lesson, but with fewer dodgy gym mats.
Teacher Training: Non-specialist teachers need access to professional development that gives them the confidence to teach music effectively.
Partnerships with Arts Organisations: Schools don’t have to go it alone. Partnerships with local musicians, choirs, and arts councils can bring expertise into the classroom.
Policy Overhaul: This one’s for Starmer and Co. If Labour is serious about mental health, then music needs to be front and centre in their education strategy. No more platitudes—just action.
Let’s Face the Music
Music isn’t just a “nice-to-have”; it’s a necessity, a secret weapon in our fight for better mental health, stronger communities, and thriving schools. It’s therapy, connection, and emotional armour all rolled into one. By sidelining it in our education system, we’re failing not just the students of today but the society of tomorrow.
The science couldn’t be clearer. Music reduces stress, fosters emotional resilience, and creates a sense of belonging. The success stories—from Feversham Primary Academy to El Sistema—prove that when we give children access to music, we’re giving them more than a skill; we’re giving them a lifeline. And yet, what do we see instead? Budget cuts, dwindling resources, and the same tired excuses about why arts education isn’t a priority.
Here’s a wake-up call for our Prime Minister and anyone else with influence over education policy: if the Greeks knew music was essential 2,000 years ago, armed with nothing more than a lyre and some philosophy, how have we lost the plot in the age of neuroscience and evidence-based policy? It’s time to stop treating music as a luxury and start recognising it as the cornerstone of a healthy, thriving education system.
So, Mr Starmer, if this blog somehow finds its way to your inbox, consider this your invitation to take the stage. Make music a priority in schools—not just for its cultural value but for its undeniable impact on mental health and academic success. If the next generation can sing, play, and thrive, you’ll have helped them strike the right chord for the future.
🎵 Stay tuned for our next blog: "Finding Calm in Chaos: Music’s Role in Stress Relief and Emotional Regulation." Don’t miss it—because, let’s face it, we could all use a little more calm (and a lot more music). 🎶
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