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Since 2014, Music in Me has worked with Professor Margaret Barrett and colleagues to build one of the most substantial evidence bases for music mentoring in Australian primary schools. Independent studies have shown that mentoring helps teachers develop the confidence and capability to teach music, improves music learning outcomes for children, creates lasting changes in classroom practice, and can transform music learning across an entire school community.
The newest research extends this picture even further, showing how participation can strengthen teacher wellbeing, professional identity and commitment to the profession. Together, a decade of research demonstrates that investing in teachers through music creates benefits that reach far beyond the music classroom, benefiting children, schools and the teaching workforce itself.
Explore our research
Confidence Purpose Retention
This independent study examined how Music in Me affects the people at the heart of education: teachers and mentors. Researchers found that mentoring strengthens professional identity, improves wellbeing, builds confidence and contributes to very low intentions to leave the profession. The findings suggest that investing in music mentoring supports not only quality music education, but also a stronger and more sustainable teaching workforce.
Barrett, M.S., Zhukov, K., & Brown, J.E. (2026). Evaluation of the Australian Youth Orchestra Music in Me Program 2024–2026: Final Report. Melbourne: Sir Zelman Cowen School of Music, Monash University.
Learning That Endures
Many professional learning programs produce short-term gains. This study examined whether the benefits of Music in Me endured beyond the formal mentoring period. One year later, researchers found sustained changes in teacher practice, leadership and school culture. Music remained embedded in classrooms, teachers continued to share their learning with colleagues, and schools reported ongoing benefits for students. The findings suggest that Music in Me creates lasting educational change rather than temporary improvement.
Barrett, M.S., & Zhukov, K. (2024). Enduring impacts of collaborative workplace music mentoring for early childhood generalist teachers, music mentors and students. Music Education Research, 26(5), 556–569.
Schools Transform
This long-term case study followed a school that committed to Music in Me mentoring over seven years. The results show how sustained mentoring can build teacher confidence, embed music across everyday teaching and strengthen student engagement. Researchers found benefits extending beyond individual classrooms to influence school culture, staff capability and student learning. The study presents a powerful example of how whole-school change can be achieved through mentoring.
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.
Children thrive
This study explored the impact of Music in Me mentoring on young children’s music learning across 11 Australian schools. Researchers found that children whose teachers received mentoring made significantly greater improvements in singing ability and developed more positive attitudes towards music. The findings demonstrate that when teachers are supported through mentoring, children benefit from richer, more engaging musical experiences regardless of where they live or learn.
Barrett, M.S., Zhukov, K., Brown, J.E., & Welch, G.F. (2018). 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.
Teachers grow
This landmark evaluation examined the first phase of the Music in Me mentoring model. Through interviews with principals, mentors and teachers, the study found that sustained workplace mentoring transformed how teachers approached music education. Teachers became more confident, schools strengthened music provision, and students responded with higher levels of engagement and participation. The findings highlight mentoring as an effective way to build music capability where it matters most: in the classroom.
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.
