The Effectiveness of Music Interventions in Promoting Psychological Well-Being Among Primary School Students: A Systematic Review
DOI:
https://doi.org/10.33394/jp.v13i4.22666Keywords:
music intervention, psychological well-being, children's mental healthAbstract
This study aims to synthesize empirical evidence on the effectiveness of music interventions in promoting psychological well-being among primary school students through a systematic literature review (SLR). The review was conducted in accordance with the PRISMA 2020 guidelines, and a systematic search of the Scopus database was performed to identify peer-reviewed studies published between 2019 and 2025 using search terms related to music interventions, psychological well-being, and primary school populations. Of the 1,164 records identified, eight empirical studies met the eligibility criteria; five reported quantitative effect estimates, while three were synthesized narratively. Across the included studies, the reported standardized effect sizes were generally moderate to large (approximately d = 0.52–0.85), with statistically significant effects commonly reported at p < .05. However, substantial heterogeneity in outcome measures and intervention characteristics precluded the estimation of a single pooled effect size. Active music-making was consistently associated with improvements in emotional regulation and social competence, whereas receptive music listening was associated with reduced anxiety and enhanced subjective well-being. Combined approaches were associated with broader improvements in resilience and social-emotional outcomes. These findings suggest that structured music activities may serve as a complementary pedagogical strategy for promoting psychological well-being among primary school students, provided that interventions are developmentally appropriate, implemented with fidelity, and aligned with targeted outcomes.
References
Anderson, J., & Miller, R. (2019). Music-based educational interventions for children with learning difficulties: A systematic review. Journal of Music Education Research, 11(2), 45–67. https://doi.org/10.1177/0255761419823456
Baas, J., Schotten, M., Plume, A., Côté, G., & Karimi, R. (2020). Scopus as a curated, high-quality index of open access literature on COVID-19. eLife, 9, e64582. https://doi.org/10.7554/eLife.64582
Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. SAGE Publications.
Brown, K., Martinez, L., & Thompson, A. (2021). Music interventions for academic performance and emotional regulation in primary school students: A systematic review. Educational Psychology Review, 33(3), 987–1020. https://doi.org/10.1007/s10648-021-09602-3
Burnham, J. F. (2006). Scopus database: A review. Biomedical Digital Libraries, 3(1), 1–8. https://doi.org/10.1186/1742-5581-3-1
Chen, Y., & Lee, J. (2022). Effectiveness of music-based interventions for anxiety reduction in school-aged children: A meta-analytic review. Journal of Child Psychology and Psychiatry, 48(4), 201–225. https://doi.org/10.1111/jcpp.13589
Chen, Y., & Wang, X. (2023). Active music-making and emotional regulation in elementary school students: A randomized controlled trial. Journal of Music Therapy, 60(2), 123–156. https://doi.org/10.1093/jmt/thac012
Clark, T., & Evans, M. (2023). Implementation barriers of music interventions in primary school settings: A critical analysis. Psychology in the Schools, 60(5), 1234–1256. https://doi.org/10.1002/pits.22843
Davis, M., Thompson, K., & Wilson, J. (2021). Neurobiological mechanisms of music-based interventions in childhood development. Neuroscience & Biobehavioral Reviews, 127, 456–478. https://doi.org/10.1016/j.neubiorev.2021.05.018
Davis, R., Johnson, P., & Garcia, M. (2023). Longitudinal outcomes of music therapy for neurodivergent children: A follow-up study. Journal of Autism and Developmental Disorders, 53(7), 2890–2907. https://doi.org/10.1007/s10803-022-05604-8
Green, A., Brown, C., & Williams, T. (2021). Dose-response relationships in school-based music interventions: A systematic review. Arts in Psychotherapy, 76, 101–115. https://doi.org/10.1016/j.aip.2021.101859
Gusenbauer, M., & Haddaway, N. R. (2020). Which academic search systems are suitable for systematic reviews or meta-analyses? Evaluating retrieval qualities of Google Scholar, PubMed, and 26 other resources. Research Synthesis Methods, 11(2), 181–217. https://doi.org/10.1002/jrsm.1378
Johnson, P., Davis, R., & Thompson, M. (2023). Music-assisted relaxation for anxiety management in elementary school students: A controlled trial. School Psychology International, 44(3), 312–335. https://doi.org/10.1177/01430343231156782
Kim, H., Park, J., & Lee, S. (2022). Neurophysiological effects of music interventions in school-aged children: Cortisol and autonomic nervous system responses. Psychoneuroendocrinology, 145, 105–118. https://doi.org/10.1016/j.psyneuen.2022.105890
Kim, J., & Lee, H. (2024). Rhythmic movement and active music-making for emotion regulation in upper elementary students. Psychology of Music, 52(1), 78–102. https://doi.org/10.1177/03057356231145678
Kumar, R., Singh, A., & Patel, M. (2023). Randomized controlled trial of school-based music programs for internalization disorders in primary school children. Journal of Clinical Child & Adolescent Psychology, 52(4), 456–472. https://doi.org/10.1080/15374416.2022.2156890
Lee, J., Kim, H., & Park, S. (2023). Network meta-analysis of music modalities for anxiety and depression in elementary school students. Psychological Medicine, 53(9), 4123–4140. https://doi.org/10.1017/S0033291722001234
Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gøtzsche, P. C., Ioannidis, J. P. A., Clarke, M., Devereaux, P. J., Kleijnen, J., & Moher, D. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions: Explanation and elaboration. PLOS Medicine, 6(7), e1000100. https://doi.org/10.1371/journal.pmed.1000100
Martín-Martín, A., Thelwall, M., Orduna-Malea, E., & Delgado López-Cózar, E. (2021). Google Scholar, Microsoft Academic, Scopus, Dimensions, Web of Science, and OpenCitations’ COCI: A multidisciplinary comparison of coverage via citations. Scientometrics, 126(1), 871–906. https://doi.org/10.1007/s11192-020-03690-4
Martinez, J., & Chen, L. (2024). Music interventions for neurodivergent children in inclusive educational settings: A systematic review. Autism, 28(3), 678–695. https://doi.org/10.1177/13623613231189456
Martinez, J., & Silva, C. (2022). Combined active and receptive music interventions for psychological resilience in young elementary students: A randomized controlled trial. Arts in Psychotherapy, 81, 101–119. https://doi.org/10.1016/j.aip.2022.101972
Martinez, L., Thompson, K., & Garcia, R. (2023). Classroom-based music interventions for behavioral outcomes in elementary school children: A meta-analytic synthesis. School Mental Health, 15(2), 234–256. https://doi.org/10.1007/s12310-022-09548-7
Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., & Stewart, L. A. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic Reviews, 4(1), 1–9. https://doi.org/10.1186/2046-4053-4-1
Mongeon, P., & Paul-Hus, A. (2016). The journal coverage of Web of Science and Scopus: A comparative analysis. Scientometrics, 106(1), 213–228. https://doi.org/10.1007/s11192-015-1765-5
Moore, T., Williams, K., & Johnson, P. (2022). Reporting quality in school-based music intervention research: A critical appraisal. Journal of School Psychology, 90, 78–95. https://doi.org/10.1016/j.jsp.2021.11.004
Naeem, M., Ozuem, W., Howell, K., & Ranfagni, S. (2023). A step-by-step process of thematic analysis to develop a conceptual model in qualitative research. International Journal of Qualitative Methods, 22, 1–18. https://doi.org/10.1177/16094069231205789
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., ... Moher, D. (2021a). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Page, M. J., Moher, D., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., ... McKenzie, J. E. (2021b). PRISMA 2020 explanation and elaboration: Updated guidance and exemplars for reporting systematic reviews. BMJ, 372, n160. https://doi.org/10.1136/bmj.n160
Park, Y., Kim, J., & Lee, H. (2023). Receptive music interventions for academic anxiety reduction in elementary school students: A controlled trial. Journal of Music Therapy, 60(1), 45–72. https://doi.org/10.1093/jmt/thac008
Patel, R., & Johnson, M. (2024). Music-based social-emotional learning in primary schools: Systematic review and meta-analysis of effectiveness. Educational Research Review, 43, 100–118. https://doi.org/10.1016/j.edurev.2024.100567
Pranckutė, R. (2021). Web of Science (WoS) and Scopus: The titans of bibliographic information in today's academic world. Publications, 9(1), 12. https://doi.org/10.3390/publications9010012
Roberts, A., & Davies, C. (2022). Music interventions for children with special educational needs: A systematic review of inclusive education applications. British Journal of Special Education, 49(3), 345–368. https://doi.org/10.1111/1467-8578.12409
Rodriguez, A., & Anderson, K. (2022). Participatory music interventions for neurodivergent and neurotypical elementary students: Differential effects on emotional regulation and peer interaction. Journal of Autism and Developmental Disorders, 52(8), 3456–3478. https://doi.org/10.1007/s10803-021-05279-5
Rodriguez, M., & Park, S. (2021). Music-based interventions for self-esteem, peer relationships, and academic engagement in elementary school: A systematic review. School Psychology Quarterly, 36(2), 189–208. https://doi.org/10.1037/spq0000432
Taylor, R., Wilson, K., & Brown, A. (2019). Music interventions for behavioral problems and social skills in primary school children: A meta-analysis. Journal of School Psychology, 73, 45–62. https://doi.org/10.1016/j.jsp.2019.03.002
Thompson, A., Brown, K., & Wilson, J. (2023). Music-assisted mindfulness for subjective well-being and positive affect in primary school children: A quasi-experimental study. Mindfulness, 14(5), 1123–1140. https://doi.org/10.1007/s12671-023-02156-8
Thompson, J., & Reid, L. (2020). Methodological heterogeneity in music intervention research for children: Challenges and recommendations. Psychology of Music, 48(4), 567–585. https://doi.org/10.1177/0305735619844812
White, K., Anderson, T., & Davis, M. (2024). Bibliometric analysis of music intervention research in primary education: Trends and future directions. Frontiers in Psychology, 15, 1–18. https://doi.org/10.3389/fpsyg.2024.1356789
Williams, S., & Thompson, J. (2022). Barriers to mental health intervention in primary school settings: A qualitative analysis. School Mental Health, 14(1), 87–102. https://doi.org/10.1007/s12310-021-09447-8
Wilson, B., & Garcia, R. (2021). Emotional regulation outcomes of music-based educational interventions in elementary settings: A systematic review. Arts in Psychotherapy, 75, 101–114. https://doi.org/10.1016/j.aip.2021.101832
Zhang, L., & Liu, M. (2024). Integrated music curriculum and long-term psychological development in primary school students: A longitudinal study. Journal of Educational Psychology, 116(3), 456–478. https://doi.org/10.1037/edu0000823
Zhang, L., Wang, Y., & Liu, M. (2024). Contemporary evidence on music interventions for subjective well-being in primary school students. Educational Psychology, 44(2), 178–196. https://doi.org/10.1080/01443410.2023.2289012
Zhu, J., & Liu, W. (2020). A tale of two databases: The use of Web of Science and Scopus in academic papers. Scientometrics, 123(1), 321–335. https://doi.org/10.1007/s11192-020-03307-w
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2026 The Author(s)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities tacitly or explicitly of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and publishing agreement.
Copyright
Authors who publish with Jurnal Paedagogy agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Licensing for Data Publication
-
Open Data Commons Attribution License, http://www.opendatacommons.org/licenses/by/1.0/ (default)
