Music Learning Center · ResearchExplore what published research tells us about music learning and young people’s development—and how it can inform BQM’s mission to expand access to music education.
Researchers combined findings from 10 studies. On average, children who took part in music training did better on tests of these three thinking skills than children in comparison groups.
A dot farther to the right means a larger average difference in favor of music training. These numbers are comparison scores—not percentages or IQ points. The findings are encouraging, but they do not guarantee a benefit for every child. The studies used different teaching and testing methods, and these results apply to children ages 3–6.
Source: Lu, Shi & Musib · Frontiers in PsychologyResearchers call these skills inhibitory control (pausing before acting), working memory (remembering and using information), and cognitive flexibility (trying a different approach). The everyday examples above explain the skills; they are not the exact tests used in every study.
Standardized mean difference (SMD) puts results from different tests on a shared scale. 95% confidence interval (CI) is the statistical uncertainty range shown by each gold line. Some studies did not clearly explain how children were assigned to groups, which limits how confidently we can interpret the findings.
| Measure | Comparison score (SMD) | Uncertainty range (95% CI) |
|---|---|---|
| Inhibitory control | 0.38 | 0.16–0.60 |
| Working memory | 0.35 | 0.16–0.54 |
| Cognitive flexibility | 0.23 | 0.04–0.42 |
USC researchers reported changes in auditory development after two years of music training in a study beginning with children ages 6–7.
This concerns sound processing and specific brain-response measures. Group differences do not establish that every child’s brain develops faster overall, or that music alone caused all changes.
A 30-source scoping review found predominantly supportive findings about music learning and wellbeing, including social and educational dimensions.
Qualitative research predominated. The review maps experiences and themes; it does not give a single causal effect or the probability that any learner will benefit.
A 2026 Australian community-music case study identified belonging, learning and empowerment as themes in participants’ experiences.
This qualitative study concerned young people facing challenging life circumstances. Supportive facilitators and the program environment mattered. It cannot establish a universal effect or isolate music from other support.
A 54-study meta-analysis found that broad cognitive and academic benefits diminished when study design was controlled. Evidence is sensitive to methods: higher IQ or better grades should not be promised from music lessons.
Read Sala & Gobet’s 2020 meta-analysis →Experience the teaching, choose an area of support, and agree on how progress will be shared.
Explore beat, rhythm, and melody exercises in the curriculum sampler. Notice how practice, listening, and revision fit together.
A short activity illustrates the teaching approach. It does not test your thinking skills or prove a developmental benefit.
Explore the full sampler →Explore support for music instruction, learner access, or instruments and resources. BQM will confirm costs and what each funding level can deliver before a commitment.
See the funding options →Agree on milestones and reporting dates before funding begins. Follow participation, musical progress, and learner feedback alongside spending.
Preview the reporting dashboard →The current dashboard uses illustrative figures.
Record starting musical skills and agree on goals.
Track lessons, participation, practice, and spending.
Compare musical work over time and invite learner feedback.
Share progress, challenges, and changes for the next group.
This is a proposed approach. The learner group, assessment methods, privacy arrangements, and update schedule will be agreed with BQM and the funder.
A pilot partnership would connect a confirmed budget to a learner group, clear musical goals, and a reporting schedule. We would use the findings to improve the next round.
Pilot planning is open for discussion. Group size, costs, delivery dates, and targets are not yet confirmed.
This selected reading list is not an exhaustive systematic review. Studies use different ages, activities and designs; their findings should not be added together as a single impact score. Music education, casual listening and clinical music therapy are different activities.
Download the research brief for proposals