Case Study: Music Therapy for Pupils with Prolonged Non-Attendance 

Music Therapy can be an effective tool to help young people express their thoughts and feelings, develop their sense of resilience, and boost their self-esteem . In this case study, we showcase the impact of Music Therapy for pupils with prolonged non-attendance due to a number of social and emotional challenges.

Setting the Scene

Our therapy group consisted of three young people (ages 13-15) who have not attended school or other educational settings for six months due to heightened anxiety, lack of motivation, and feelings of isolation. These students come from varied backgrounds, but all face significant social and emotional challenges and lack a consistent support network. They have been referred to a community-based music therapy group to foster positive peer connections and build emotional resilience. 

Our Approach

Stage 1: Building Trust and Group Cohesion through Rhythm and Improvisation 

Initially, our objective was to create a safe, welcoming environment where group members feel comfortable exploring music together. Establish basic trust and group cohesion to encourage attendance and engagement.

• Drum Circle for Group Connection 
  In the first session, the therapist facilitated a drum circle using hand drums and percussion instruments. Each participant was encouraged to find their rhythm and experiment with simple beats. The drum circle allowed everyone to express themselves musically without needing technical skill, emphasizing unity and listening to one another. This exercise promoted a sense of belonging and shared purpose, which was essential for group cohesion. 
• “Call and Response” Games 
  The therapist led “call and response” exercises, where each member took turns creating a rhythm or sound that others would mimic. This activity encouraged group members to listen closely, focus, and feel comfortable in both leading and following roles. The playful nature of call and response helped reduce social anxiety, as participants laughed and enjoyed responding to one another. It reinforced the group’s sense of safety and began to build trust. 
• Improvisation with Instruments 
  Various accessible instruments, like xylophones, shakers, and keyboards, were provided. Each group member was invited to improvise a sound or melody, allowing the others to join in gradually. This collaborative improvisation fostered creativity and self-expression, giving participants control over their contributions. The therapist provided guidance and support, ensuring each member felt heard, which strengthened individual confidence within the group setting. 

The Results

After the initial sessions, the young people began attending regularly and expressed enthusiasm about returning each week. The drum circle and improvisation allowed them to experience social interaction in a non-judgmental, creative way. Group members started showing comfort in experimenting with sounds and actively engaging with one another. 

Stage 2: Emotional Expression and Building Self-Confidence Through Songwriting 

Our next step was to help participants explore and express their emotions through songwriting, fostering self-awareness, emotional processing, and creativity. 

• Group Songwriting and Lyric Composition 
  The therapist led a group exercise to write a song together, starting with brainstorming words and phrases about their experiences of being out of school, feelings of isolation, and hopes for the future. Each member contributed a line or verse, and the therapist guided them in shaping these contributions into lyrics. The group worked collaboratively on selecting themes and refining their song, which became a meaningful way for each person to share their story in a collective format. 
• Exploring Emotions with Musical Dynamics 
  During songwriting, the therapist encouraged participants to express specific emotions through musical dynamics. For example, they played soft, slow melodies to represent sadness or uncertainty and used upbeat tempos to express optimism. The group discussed how these dynamics could capture different feelings, enabling them to articulate complex emotions through music. This exercise fostered emotional literacy, as participants connected their feelings to musical expressions. 
• Recording and Playback for Self-Reflection 
  Once the song was complete, the group recorded it and listened back together. Hearing their work helped participants take pride in their creation and reflect on their progress. It allowed them to witness their ability to communicate and work together effectively, reinforcing their sense of achievement and self-confidence. 

The Results

Through songwriting, the young people expressed feelings they had been holding inside, using music as a bridge for emotional release. They took pride in creating something meaningful together and felt validated in their individual experiences. Recording and playback added a sense of accomplishment, helping the group members build self-esteem and recognise their growth. 

Stage 3: Building Resilience and Future Orientation Through Music Performance and Reflection 

Different intervention strategies were used to strengthen the group’s resilience and self-worth through a supportive performance experience and reflection on progress. 

• Performance Preparation and Rehearsal 
  As the group prepared to share their song, they practiced performing it for each other. Rehearsals included discussions about managing performance anxiety, handling nervousness, and boosting one another’s confidence. The therapist emphasised that the goal of sharing their song was not perfection but self-expression and teamwork. The group collectively set supportive guidelines, such as offering positive feedback and celebrating small successes, which fostered a sense of unity and encouragement. 
• Private Sharing with Family and Staff 
  The therapist organised a small, informal performance for a supportive audience, including family members and school staff who had worked with the group. The participants shared their song and a few other pieces they had improvised during sessions, helping them feel seen and supported. This experience allowed the young people to experience pride in their music, while the audience’s encouragement validated their journey. 
• Reflective Art and Writing on Progress 
  After the performance, the therapist invited the group to reflect on their experience through creative journaling. They expressed what they had gained from music therapy, how they felt about their performance, and what they hoped to achieve moving forward. Some drew pictures representing key moments in their journey, while others wrote brief reflections about feeling more connected and confident. This process helped solidify their progress, creating a record of their growth and encouraging a forward-thinking mindset. 

The Results

The group’s performance strengthened their resilience, giving them a powerful sense of accomplishment and a renewed sense of hope. They saw themselves capable of overcoming challenges and re-engaging with their community. Reflective journaling highlighted their individual and collective growth, giving each participant a way to capture and celebrate their progress. This experience built a sense of agency, encouraging the group members to consider how they might continue their journey toward returning to an educational setting. 

Looking Forwards

The music therapy sessions allowed these young people to reconnect with one another and themselves through creative expression and collaboration. They built trust, developed emotional awareness, and rediscovered a sense of accomplishment that helped them begin re-engaging with educational pathways. The group’s journey showcases the transformative power of music therapy for pupils in fostering connection, building self-esteem, and cultivating hope for the future. The skills and confidence they gained provided a foundation for resilience, empowering them to face the challenges of reintegrating into education. 

If you would like to learn more about Music Therapy for pupils, please reach out to our Creative Arts Therapy team.