The Effectiveness of Music Interventions in Promoting Psychological Well-Being Among Primary School Students: A Systematic Review

Abstract

This study aims to synthesize empirical evidence on the effectiveness of music interventions in promoting psychological well-being among primary school students through a systematic literature review (SLR). The review was conducted in accordance with the PRISMA 2020 guidelines, and a systematic search of the Scopus database was performed to identify peer-reviewed studies published between 2019 and 2025 using search terms related to music interventions, psychological well-being, and primary school populations. Of the 1,164 records identified, eight empirical studies met the eligibility criteria; five reported quantitative effect estimates, while three were synthesized narratively. Across the included studies, the reported standardized effect sizes were generally moderate to large (approximately d = 0.52–0.85), with statistically significant effects commonly reported at p < .05. However, substantial heterogeneity in outcome measures and intervention characteristics precluded the estimation of a single pooled effect size. Active music-making was consistently associated with improvements in emotional regulation and social competence, whereas receptive music listening was associated with reduced anxiety and enhanced subjective well-being. Combined approaches were associated with broader improvements in resilience and social-emotional outcomes. These findings suggest that structured music activities may serve as a complementary pedagogical strategy for promoting psychological well-being among primary school students, provided that interventions are developmentally appropriate, implemented with fidelity, and aligned with targeted outcomes.