‘I Think About Music and How This can Help’ – Exploring Sustained Outcomes From a Music Therapy Informed Teacher Professional Learning Program

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Abstract
This study explores the sustained practices of six classroom teachers after their participation in a novel music therapy informed professional learning program, Music for Classroom Wellbeing. Amid growing concerns about student mental health and teacher attrition, effective strategies to promote classroom wellbeing are urgently needed. The program aimed to enhance teachers’ capacity to foster safe and supportive classroom environments through intentional use of musical practices. Using a critical ethnographic approach, data was collected through participant interviews 6 months after the program’s conclusion and inductively analysed to find common themes. Findings revealed that teachers sustained their intentional use of music in three ways: to strengthen relationships, support emotional regulation, and differentiate learning. The study highlights the potential of music-based interventions in promoting both student and teacher wellbeing, as well as supporting inclusive pedagogical practices. Recommendations are made for future innovative approaches to teacher professional learning and classroom wellbeing.

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