Boal-Palheiros, Graça; Ilari, Beatriz; Welch, Graham (2026). “Music Education and the Development of Cognitive and Social Skills in Children From Disadvantaged Backgrounds” in International Vistas of Music EducationProceedings of the 30th ISME Research Commission Vol. 30.
Abstract Children’s general and musical development depends on multiple factors including genetic potential, brain development and maturation, culture and environment, school education, and specific training. In the last decades, a solid body of research has emerged on the effects of music education on children’s development. Formal music education has been found to enhance musical skills, such as musical perception and cognition, performance and creation, and non-musical skills such as literacy, emotional sensitivity, and social behavior. Both cognitive and social skills play a crucial role in children’s development, in interacting and learning with others and in their academic success at school and in life. Music education involves a wide range of cognitive skills. Research suggested its benefits in children’s executive function, working memory, and spatial and verbal abilities. Empirical studies indicated positive effects of music education on children’s socioemotional skills: it promotes social cohesion within class, particularly in low ability pupils. However, recent meta-analyzes suggest inconsistent effects. Additionally, research with children from low-income families remains scarce. The aim of this study was to investigate the role of music and drama education programs in primary schools on the development of both cognitive and social skills of children from disadvantaged communities. In our longitudinal design with pre-and post-evaluations of the children’s skills, both programs were carefully designed with performing, creating, and listening activities and were delivered for one weekly hour during one school year by experienced specialist teachers. Children’s cognitive skills were evaluated with five subtests of the Wechsler Intelligence Scale for Children: Similarities, Picture Arrangement, Vocabulary, Cubes, and Digits. Using the Social Skills Rating System—Teacher Form, classroom teachers rated their students’ social skills on a 3-point scale in three domains: Social skills (Cooperation, Assertion, Self-control), Behavioral problems (Externalizing problems, Internalizing problems, Hyperactivity) and Academic competence.In children’s cognitive skills, for all sub-tests, we found a significant main effect of time, which represents a developmental effect. Their scores improved from pre-to post-tests, regardless of their experimental group. Some cognitive skills might be affected by their socioeconomic status –family income and parental level of education. Our findings suggest that participation in music and drama programs during one school year improved children’s social skills—assertion, self-control, and cooperation. It also appeared to serve as a protective factor by reducing externalizing, internalizing, and behavioral problems. These findings are discussed considering previous studies along with directions for future research.