Group singing and young people's psychological well-being

Abstract

This mixed-method study investigated the impact of a community group singing project on the psychological well-being of school children in the London area. Self-rated measures of psychological well-being and identity as a singer were administered to 60 children aged 7–11 at three time points. A teacher-rated measure of psychological difficulties was also administered. Finally, a sample of children sharing their experience of the project in focus groups and music teacher interviews were carried out. Quantitative data did not confirm the hypothesis that choir members' psychological well-being would increase following participation in the singing project; however, qualitative data provided evidence for a range of beneficial outcomes for participating children. Although group singing appears to be a positive experience for children who participate, findings suggest that the impact may be subtle for children with high levels of psychological well-being.