Exploring the impact of a music-social project in primary education on students’ social well-being and levels of satisfaction: A mixed-method study

Abstract

Understanding the influence of music-social projects on students’ well-being is a growing area of research. This study examines the effects of Musiquem, a school-based music-social initiative implemented in a primary school in Spain, with the aim of (1) analysing its impact on students’ social well-being and (2) exploring the factors influencing students’ satisfaction with the programme. Seventy-five students (33 girls and 42 boys) from third to sixth grade (ages 8–12-years-old) participated in the study over the course of one academic year. The project was implemented during regular school hours through twice-weekly, 1-hr sessions. Activities included group instrumental learning (violin and cello), body percussion, singing, dancing, soundpainting, and collaborative music-making. The project was delivered jointly by schoolteachers and musicians-in-residence and included Service Learning components in which students designed and carried out socially oriented artistic actions. A mixed-methods research approach was used, with quantitative data collected through the Students’ Social Well-being at School (ESCODAD) scale and qualitative data collected through the “Student Satisfaction Dossier,” which included a one-to-ten satisfaction scale and seven open-ended questions. Quantitative data were analysed using descriptive and inferential statistics (independent sample t-tests, p < .05, Hedge’s g for effect sizes), and qualitative data analysed inductively and thematically using MaxQDA. Results indicated significant improvements in various factors of social well-being, with stronger effects in solidarity and coexistence. Although not originally hypothesised, younger students showed greater gains. Students expressed high satisfaction, particularly valuing active participation and collaborative music-making. This study contributes to the growing literature on music education and well-being. The findings encourage further development and evaluation of music-social projects as tools for fostering inclusion, empathy, and meaningful community engagement through music.