The Power of Whole-School Music Mentoring: New Evidence from the Field

Zhukov, K., & Barrett, M. S. (2025). Whole-school music mentoring: Effecting positive change for teaching and learning in early-childhood and primary education. Research Studies in Music Education, 0(0). https://doi.org/10.1177/1321103X251350668 

Read article here

A new peer-reviewed paper by Monash University researchers Margaret S. Barrett and Katie Zhukov provides compelling evidence for the long-term benefits of whole-school music mentoring in early childhood and primary settings—specifically highlighting the transformation of one of our Music in Me partner schools. 

Over seven years, every classroom teacher at the featured K–2 school participated in sustained, in-situ music mentoring. The study draws on rich interview data from teachers, music mentors, and the school principal, revealing a powerful model that not only improves music teaching but transforms school culture. 

Key Outcomes for Teachers 

• Boost in confidence: Teachers went from avoiding music instruction to confidently leading engaging lessons using singing, instruments, and rhythm activities. 
• Sustained change: Music became embedded in everyday practice, including transitions, “brain breaks,” and integrated learning moments. 
• Professional growth: Some teachers pursued further music training, with one becoming a specialist music teacher. 

Positive Impacts on Students 

• Language development: Children from non-English-speaking backgrounds began singing before they could speak English, accelerating engagement and vocabulary acquisition. 
• Increased engagement: Music sparked joy and participation, transforming classroom atmospheres and enhancing focus, behaviour, and emotional wellbeing. 
• Academic support: Improved phonics and numeracy outcomes were noted, particularly for students with learning difficulties or additional needs. 

Why the Model Works 

• Principal support: Long-term commitment from school leadership—including funding, time allocation, and encouragement—was critical. 
• Mentor expertise: Specialist music educators brought passion, adaptability, and deep pedagogical knowledge to the process. 
• Collaborative learning: Teachers and mentors co-designed music activities relevant to the school context, supporting a true community of practice. 

Implications for the Network 

This case highlights that whole-school mentoring—delivered consistently and collaboratively—has the power to reshape how music lives in classrooms. It’s not just about music skills; it’s about unlocking new ways to teach, learn, and connect.