Addressing Issues of Mental Health in Schools through the Arts: Teachers and Music Therapists Working Together

This book outlines how teachers, music / arts therapists and teacher trainers have engaged in participatory action research to facilitate regular group music listening and improvisational music making with children and young people in their classrooms, highlighting its impact in addressing issues of mental health and providing social and emotional access to learning.

The book includes examples of classroom practice, evidencing how safe, inclusive and interactive music making can stimulate experiences that alter children and young people’s moods, enhance their social skills and enable their connectivity with each other and with learning. It describes participatory action research approaches that support inter professional learning between teachers and music / arts therapists. Five narrative accounts of classroom episodes provide a basis for continuing reflection and critical theorising about young people’s relational health and sensory engagement. The book explores outcomes from non-verbal dialogic interaction and attachment focussed practices. It advocates new forms of rights respecting professionalism.

Providing new frameworks with which to enhance the wellbeing of vulnerable children and young people in classroom settings, the book will be important reading for researchers and students in the fields of inclusive education, music / arts therapy and teacher training. The contents are significant for practitioners looking to support children and young people’s recovery and reconnections in the classroom.

Dr Nick Clough taught in inner urban primary schools before moving into teacher education, first as an LEA advisory teacher and then within the University sector. At UWE, Bristol he became Director of Initial Teacher Education. He currently works as a professional development adviser and community musician. He coordinated the ERASMUS+ LINK Project.

Dr Jane Tarr taught children and young people with social and emotional difficulties before moving into higher education as a teacher trainer / researcher in inclusive education. At UWE, Bristol, she became Director of Teachers’ Continuing Professional Development. She is a qualified music therapist, currently working with young people in schools and clinical settings.