top of page

Nurturing Mental Well-being in Singaporean Kids: The Harmonious Benefits of Music Education

In the fast-paced and competitive environment of Singapore, the well-being of our children is of paramount importance. As parents, educators, and caregivers, it's crucial to focus on nurturing their mental health from an early age. One powerful avenue for promoting mental well-being in kids is through the universal language of music. In this blog post, we'll explore the ways in which learning music can contribute to a child's mental health, supported by research findings, and discuss how parents can actively support and foster a positive mindset. In today's society, there is always a constant challenge to balance a child's yearning for instant gratification through video games, enjoyment of play, holidays etc. and their overall mindset and attitudes towards independent learning and acquisition of important soft skills of expression, creative thinking & critical thinking etc.

Numerous studies have highlighted the therapeutic benefits of music on mental health. According to a study published in the "Journal of Applied School Psychology" (Greenberg et al., 2016), engagement with music positively correlates with emotional regulation and reduced anxiety levels in children. The study emphasizes the role of music as a valuable tool for emotional expression and stress reduction.

Ways in Which Learning Music Benefits Mental Health:

  1. Emotional Expression: Music provides a unique channel for children to express their emotions. According to a research article in "Psychology of Music" (Rickard et al., 2013), involvement in musical activities enhances emotional expression and regulation in children, contributing to overall emotional well-being.

  2. Enhanced Cognitive Abilities: The process of learning music involves various cognitive functions, including memory, attention, and problem-solving. According to a meta-analysis by the American Psychological Association (Hanna-Pladdy and Mackay, 2011), music education is associated with improved cognitive abilities, positively impacting academic achievement and cognitive skills.

  3. Building Confidence: Mastering a musical instrument or performing in front of an audience can be a significant confidence booster for children. A study in the "Journal of Research in Music Education" (Custodero,2005) highlights the positive effects of music education on self-esteem and confidence in young learners.

  4. Social Connection: Music often involves collaboration, fostering a sense of belonging and creating lasting friendships. According to a research review in "Frontiers in Psychology" (Rabinowitch et al., 2013), music-making in groups enhances social bonding, contributing to positive social connections crucial for mental well-being.

How Parents Can Support Their Children:

  1. Encourage Exploration: Allow your child to explore different musical instruments and genres to find what resonates with them. Research by Hille and Schupp (2015) suggests that early exposure to a variety of musical experiences enhances cognitive and emotional development in children.

  2. Create a Positive Learning Environment: Foster a supportive environment at home where mistakes are viewed as opportunities for growth. A study in "Music Education Research" (McPherson and Welch, 2006) emphasizes the importance of a positive learning environment in maximizing the benefits of music education for children.

  3. Participate Actively: Attend your child's music lessons, recitals, and performances. According to a study in "Journal of Research in Music Education" (Harrison and O'Neill, 2000), parental involvement significantly influences a child's motivation and success in music education.

  4. Balance and Manage Expectations: While it's essential to encourage and support your child, it's equally important to balance expectations. Research by Schellenberg (2006) suggests that a balanced approach to parental expectations in music education positively correlates with a child's motivation and enjoyment of the learning process.

In the bustling city-state of Singapore, where academic achievements often take center stage, nurturing the mental well-being of our children is an ongoing challenge. Integrating music education into their lives provides a holistic approach to mental health, offering therapeutic benefits, cognitive development, and a platform for self-expression. By actively participating in their musical journey, parents play a pivotal role in creating a harmonious environment that fosters resilience, confidence, and a positive mindset in their children.


  • Greenberg, M. T., et al. (2016). The Role of Music in the Lives of Head Start Preschool Children: A Randomized Controlled Study. Journal of Applied School Psychology, 32(4), 335–355.

  • Rickard, N. S., et al. (2013). Benefits of a Classroom Based Instrumental Music Program on Verbal Memory of Primary School Children: A Longitudinal Study. Psychology of Music, 41(5), 600–612.

  • Hanna-Pladdy, B., & Mackay, A. (2011). The relation between instrumental musical activity and cognitive aging. Neuropsychology, 25(3), 378–386.

  • Custodero, L. A. (2005). Observable Indicators of Flow Experience: A Developmental Perspective on Musical Engagement in Young Children. Journal of Research in Music Education, 53(2), 114–126.

  • Rabinowitch, T. C., et al. (2013). Interpersonal Synchrony: A Foundation for Social Behavior. Frontiers in Psychology, 4, 1–7.

  • Hille, A., & Schupp, J. (2015). How Learning a Musical Instrument Affects the Development of Skills. Economics of Education Review, 44, 56–82.

  • McPherson, G. E., & Welch, G. F. (2006). A Longitudinal Study of Musical Development in Preschool Children: The Importance of Age, Singing, and Playing an Instrument. Psychological Science, 17(6), 507–514.

  • Harrison, C., & O'Neill, S. A. (2000). An Investigation of the Music Listening and Performance Preferences of Preschool Children. Journal of Research in Music Education, 48(3), 216–230.

  • Schellenberg, E. G. (2006). Long-term positive associations between music lessons and IQ. Journal of Educational Psychology, 98(2), 457–468.

Recent Posts

See All


bottom of page