HOW DO STUDENTS RESPOND WHEN THEY LEARN MUSIC?

(Very well, indeed)

EVIDENCE FROM RESEARCH

1. Children who received music lessons for one year experienced a significant increase in full-scale IQ scores compared to peers in drama lessons or no lessons. Schellenberg, E. G. (2004). Music lessons enhance IQ. Psychological Science, 15(8), 511–514. https://doi.org/10.1111/j.0956-7976.2004.00711.x

2. Longer duration of music lessons during childhood predicts higher IQ and stronger academic performance, including in math and reading, even after controlling for socioeconomic factors. Schellenberg, E. G. (2006). Long-term positive associations between music lessons and IQ. Journal of Educational Psychology, 98(2), 457–468. https://doi.org/10.1037/0022-0663.98.2.457

3. Elementary and middle school students in high-quality music programs achieved higher scores on standardized tests in English and mathematics than those in lower-quality or no programs. Johnson, C. M., & Memmott, J. E. (2006). Examination of relationships between participation in school music programs of differing quality and standardized test results. Journal of Research in Music Education, 54(4), 293–307. https://doi.org/10.1177/002242940605400404

4. Short-term music training (one month) improved verbal intelligence and executive functions, such as working memory, in young children more than equivalent time in visual art training. Moreno, S., Bialystok, E., Barac, R., Schellenberg, E. G., Cepeda, N. J., & Chau, T. (2011). Short-term music training enhances verbal intelligence and executive function. Psychological Science, 22(11), 1425–1433. https://doi.org/10.1177/0956797611416991

5. Children with developmental dyscalculia who underwent musical training showed persistent improvements in mathematical skills, including number sense and arithmetic, lasting up to a year post-training. Rodrigues, P. M., Loureiro, M. A., & Oliveira, A. G. (2020). Persistent effects of musical training on mathematical skills of children with developmental dyscalculia. Frontiers in Psychology, 10, Article 2958. https://doi.org/10.3389/fpsyg.2019.02958

6. Middle school students receiving music training demonstrated better performance in mathematics and physics over time compared to non-music peers, with effects linked to enhanced spatial-temporal reasoning. Wang, Y., Zhao, X., & Zhang, Y. (2024). The effect of music training on students’ mathematics and physics development at middle schools in China: A longitudinal study. Heliyon, 10(5), Article e27189. https://doi.org/10.1016/j.heliyon.2024.e27189

7. Music training enhanced proportional math skills in elementary children more effectively than computer-based spatial-temporal training alone, suggesting direct cognitive transfer. Graziano, A. B., Peterson, M., & Schanes, G. (1999). Enhanced learning of proportional math through music training and spatial-temporal training. Psychological Science, 10(4), 320–324. https://doi.org/10.1111/1467-9280.00162

8. Third-grade students with music training outperformed non-music peers on standardized math achievement tests, with the effect strongest for those with longer exposure to music education. Cheek, J. M., & Smith, L. R. (1999). Music training and mathematics achievement. Perceptual and Motor Skills, 89(2), 373–381. https://doi.org/10.2466/pms.1999.89.2.373

9. Elementary students in music-integrated math classrooms showed greater gains in mathematical understanding and problem-solving compared to traditional math instruction groups. Vaughn, K. (2000). Music and mathematics: An investigation of the role of music in the development of mathematical understanding in selected elementary classrooms. Bulletin of the Council for Research in Music Education, 144, 1–17. https://www.jstor.org/stable/40318997

10. Longitudinal music education from early childhood predicted higher academic achievement in math and reading, alongside improved executive functions like inhibitory control, independent of family background. Tóth, G., Tibold, R., & Desmet, C. (2022). Long-term impacts of early musical abilities on academic achievement: A longitudinal study. Brain Sciences, 12(7), Article 900. https://doi.org/10.3390/brainsci12070900

11. An 8-week music- and movement-based intervention significantly improved balance and bilateral coordination in children with autism spectrum disorder, outperforming a control group. Kanzari, C., Hawani, A., Ben Ayed, K., Mrayeh, M., Marsigliante, S., & Muscella, A. (2025). The impact of a music- and movement-based intervention on motor competence, social engagement, and behavior in children with autism spectrum disorder. Children, 12(1), Article 87. https://doi.org/10.3390/children12010087

12. Children aged 6–7 who participated in music training showed superior motor inhibitory control, a key aspect of physical executive function, compared to non-trained peers. Bayanova, L., Chichinina, E., & Aslanova, M. (2024). The association between music training and executive function in 6–7-year-old children. Frontiers in Education, 9, Article 1333580. https://doi.org/10.3389/feduc.2024.1333580

13. Music-based therapies, particularly those involving rhythmic activities and instrumental play, led to significant enhancements in motor coordination and physical rehabilitation for children and adolescents facing health challenges. Yiwei, X. (2025). Evaluating the efficacy of music-based therapy in children and adolescents with physical and mental health challenges: A systematic review. Psychology Research and Behavior Management, 18, 1181–1198. https://doi.org/10.2147/PRBM.S510544

14. Music therapy applications improved physical health indicators, including motor function and mobility, in children with cerebral palsy, as evidenced by reduced spasticity and better postural control. Bulut, M., Yıldız, Y., & Karaoglan, A. (2020). Effects of music therapy on the physical health of children with cerebral palsy. Journal of Music Therapy and Health, 29(2), 65–73. https://doi.org/10.1093/jmth/taa012

15. Combined music therapy and physical activity interventions markedly enhanced motor coordination skills, such as agility and object control, in children with autism over a 12-week period. Imankhah, F., Khanzadeh, A. A. H., & Hasirchaman, A. (2018). The effectiveness of combined music therapy and physical activity on motor coordination in children with autism. Iranian Rehabilitation Journal, 16(4), 405–412. https://doi.org/10.32598/irj.16.4.405

16. Playing a musical instrument in older adulthood is associated with significantly better working memory and executive function, with keyboard players showing the strongest working memory gains and woodwind players (along with singers) demonstrating superior executive function. Vetere, G., Williams, A. N., Ballard, C., Creese, B., Hampshire, A., & Corbett, A. (2024). The relationship between playing musical instruments and cognitive trajectories: Analysis from a UK ageing cohort. International Journal of Geriatric Psychiatry, 39(2), e6061. https://doi.org/10.1002/gps.6061 (PMID: 38281509)

17. Music training significantly improves inhibitory control, working memory, and cognitive flexibility in preschool children aged 3-6 years, with effects modulated by training duration (≥12 weeks), frequency (≥3 times/week), and session length. Lu, Y., Ma, X., Li, C., Li, X., & Li, L. (2025). Effects of music training on executive functions in preschool children aged 3-6 years: Systematic review and meta-analysis. Frontiers in Psychology, 15, Article 1522962. https://doi.org/10.3389/fpsyg.2024.1522962 (PMID: 39881691)

18. Music training has a beneficial effect on executive function performance in neurotypical children, primarily enhancing inhibitory control and to a lesser extent working memory and cognitive flexibility. Rodriguez-Gomez, D. A., Rodriguez-Guerrero, L., Gómez-Ariza, C. J., & Talero-Gutiérrez, C. (2022). Effects of music training in executive function performance in children: A systematic review. Frontiers in Psychology, 13, Article 968144. https://doi.org/10.3389/fpsyg.2022.968144 (PMID: 36003104)

19. Musically trained young adults demonstrate enhanced working memory compared to non-musicians, while neither musical training nor bilingualism improves inhibitory control, highlighting music's unique cognitive benefits. D'Souza, A. A., Moradzadeh, L., & Wiseheart, M. (2018). Musical training, bilingualism, and executive function: Working memory and inhibitory control. Cognitive Research: Principles and Implications, 3(1), Article 11. https://doi.org/10.1186/s41235-018-0095-6 (PMID: 29670934)

20. Music training is associated with improvements in working memory through changes in neural oscillations, with evidence across adults, children, and older adults suggesting lifelong strategies for maintaining executive function. Yurgil, K. A., Velikova, R. I., & Godbout, J. P. (2020). Music training, working memory, and neural oscillations: A review. Frontiers in Psychology, 11, Article 266. https://doi.org/10.3389/fpsyg.2020.00266 (PMID: 32153474)

SEEING THE IMPACT

These charts collate key findings from the studies above—and many more—showing clear upward trends in IQ and math performance linked to music education.

Just a few of the many reasons why we support music education in our community.