Music in Me
Research
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Music is taught for its intrinsic value; improved student engagement, language skills, learning and well-being are valuable benefits of a good music education.
The National Music Teacher Mentoring Program, now Music in Me, was established in 2015, and has partnered with Professor Margaret Barrett to evaluate and improve the effectiveness of the program. Through an evidence-based approach, a number of significant research projects have been conducted, seeking to evaluate:
1. What difference has mentoring made to the confidence and competence of generalist classroom teachers in the teaching of music?
2. What difference has mentoring made in the classroom to student engagement and outcomes in music and other areas?
Summary of findings
1. Improved confidence and competence in the teaching of music
Unequivocally, mentoring has significantly improved the confidence and competence of classroom teachers in teaching music. Teachers developed the capability to plan music lessons and activities effectively, facilitate learning, manage multiple groupings and teach complex musical content. Teachers felt empowered to teach music in their own classroom and to share these experiences with colleagues.
Their teaching strategies were linked to musical aims and objectives which produced positive outcomes for children in music and beyond.
2. Improved student engagement, music outcomes and wellbeing
Student engagement
The UQ research found improved student engagement which led to better participation in all classroom activities and more effective classroom management for the teacher. This was noticed by principals who observed that the mentoring program had a positive impact on classroom dynamics and staff morale.
Music outcomes
The research found that the mentoring program significantly improved children’s rated singing ability, with children in the control group showing no improvement, whilst those in the teacher-mentoring program demonstrated significant improvement. This finding holds regardless of gender, socio-economic standing, ethnicity or school locality.
Student wellbeing
The research found that the attitude of children towards music improved. Children themselves noted that effective music lessons have a positive impact on their mental health and well-being. Music is fun. It gives them joy and makes them happy.
Benefits of music learning
Music learning is core to the education of every child. Children develop deep knowledge, understanding, skills and values through performing, creating, listening and responding to music.
Music learning:
- benefits students’ cognitive, social, emotional and spiritual wellbeing, helping promote positive relationships and environments for students to connect, succeed and thrive.
- improves neural stability, synchronicity and connectivity, leading to improvements in literacy and numeracy skills, academic achievement and social and emotional wellbeing.
Music in Me believes in an evidence-based approach to supporting quality music education in schools. This paper was prepared by Dr Anita Collins – Australian researcher, Neuromusical Educator and author of ‘The Music Advantage’ and Louise Barkl – Music in Me Education Advisor.
Current research project
We are currently seeking past participants of the Music in Me program to join in our current research project (including mentors, mentored teachers and principal), exploring three central questions:
- How does the Music in Me mentoring program support teachers in their wellbeing and job satisfaction?
- What role does the program play in professional development and teacher retention?
- How does Music in Me assist in the induction of new music teachers?
Led by internationally respected music education expert Professor Margaret S. Barrett and Dr. Katie Zhukov, this research examines the long-term impact of Music in Me’s unique mentoring model on teacher wellbeing, retention, and professional growth.
Research resulting from Music in Me
Zhukov, K., Barrett, M. S. (2025) Whole-school music mentoring: Effecting positive change for teaching and learning in early-childhood and primary education. Research in Music Education, 1-16.
This peer-reviewed study by Zhukov and Barrett (2025) examines the long-term impact of whole-school music mentoring in a K–2 primary setting, drawing on a seven-year case study of a Music in Me partner school. Findings reveal significant benefits in teacher confidence, pedagogical practice, and student engagement, particularly for linguistically and developmentally diverse learners. The research highlights the importance of sustained mentor-teacher partnerships, school leadership support, and embedded professional learning in achieving lasting change in music education and broader classroom outcomes. This study provides robust evidence for the scalability and effectiveness of the Music in Me mentoring model.
Margaret S. Barrett & Katie Zhukov (18 Oct 2024): Enduring impacts of collaborative workplace music mentoring for early childhood generalist teachers, music mentors and students, Music Education Research, DOI: 10.1080/14613808.2024.2416244
This research highlights the sustained impact of MiM’s collaborative workplace mentoring program for early childhood generalist teachers.
The study, conducted by renowned music education experts Professor Margaret S. Barrett and Dr. Katie Zhukov of the Sir Zelman Cowen School of Music and Performance at Monash University, provides compelling evidence of MiM’s effectiveness in fostering a vibrant music education culture in early childhood settings. The researchers followed up with teachers, mentors, and principals from five participating schools one year after their involvement in the program, representing a range of socioeconomic backgrounds.
The findings are significant, demonstrating that the positive impacts of MiM extend well beyond the initial mentoring period. Teachers reported sustained growth in their confidence and competence in teaching music, with many taking on leadership roles in their schools to further music education initiatives. The collaborative approach, characterised by a strong mentor-mentee partnership, has been instrumental in this success.
The research also underscores the broader benefits of MiM for school communities. Principals observed positive changes in student behaviour and engagement, including improved confidence and communication skills, particularly among students from diverse linguistic backgrounds. These findings offer a powerful testament to the transformative potential of music education in early childhood.
Barrett, M.S., Zhukov, K., & Welch, G.F. (2019). Strengthening music provision in early childhood education: a collaborative self-development approach to music mentoring for generalist teachers. Music Education Research, (21(5), 529 – 548.
This article reports on the impact of the NMTMP (now Music in Me) on school communities involved in the pilot program, through the perspectives of the principals, teachers being mentored and mentors. The study identified the program’s aims to improve access to music education and increase confidence in music teaching and singing. The evaluation found positive outcomes, including enriching school curricula, building resources, and impacting student learning and behaviour. The program was a successful in-situ, collaborative approach to professional learning for music teachers.
Barrett, M. S., Zhukov, K., Brown, J. E., & Welch, G. F. (2020). Evaluating the impact of a generalist teacher-led music program on early childhood school children’s singing skills and attitudes to music. Psychology of Music, 48(1), 120–136.
This article reports on the impact of a generalist teacher-led music program on early childhood school children’s singing skills and attitudes to music. Singing tests and class surveys were administered to students in 11 Australian primary schools where music specialists mentored classroom teachers over the period of one to two school terms. The results show that implementing music activities in early education settings can positively impact young children’s singing skills and attitudes to music regardless of gender, ethnicity and socio-economic standing of the school. The study provides empirical evidence of the benefits accrued by children through access to music education.
Barrett, M.S. and Zhukov, K. (2022) ‘Just as important as English or maths’: how mentoring is bringing music alive for primary school students, theconversation.com.
This article by Prof Margaret Barrett and Dr Katie Zhukov in The Conversation outlines the impact of the NMTMP since it was established in 2015. It outlines how the principles can be applied in different contexts, and the key findings of research and evaluation of the program.