Real Stories, Real Growth.
Every child's journey is unique. The case studies below demonstrate how music, songwriting and creative activities can support emotional wellbeing, confidence, communication and self-expression.
At Tuned for Growth, sessions are tailored to each child's individual needs, interests and strengths. While every experience is different, these examples show some of the ways children have engaged with music-based wellbeing support and the positive changes that can emerge over time.
All names and identifying details have been changed to protect confidentiality.
Case Study One.
At a Glance
Focus: Emotional regulation and classroom engagement
Approach: 1:1 music wellbeing sessions incorporating singing, songwriting, emotional literacy and co-regulation
Outcome: Increased emotional regulation, improved engagement with learning, and independent use of songwriting as an emotional processing tool
Identified Need
The pupil presented with significant emotional and behavioural challenges and required a trauma-informed approach to support her needs.
She demonstrated high levels of vigilance, particularly in response to facial expressions, often interpreting neutral interactions as negative or rejecting. The pupil found it difficult to regulate emotions and could become overwhelmed quickly in response to seemingly small triggers. This frequently resulted in shouting, verbal outbursts and behaviours that impacted both peers and adults. At times, this included hurting peers, using confrontational language and struggling to accept adult support.
Within the classroom, the pupil experienced difficulty engaging in a sustained and regulated way. She was often out of class for extended periods and, when present, could disrupt learning through calling out, talking over the teacher or attempting to communicate with peers across the room. Episodes of dysregulation could also include leaving the classroom abruptly and slamming doors.
Overall, the pupil required a high level of support to access learning, maintain relationships and feel safe within the school environment.
Music Wellbeing Intervention
Initially, music was used as a crisis intervention tool to support the pupil during periods of heightened emotional distress. Singing, particularly expressive vocalisation, was used to support nervous system regulation and help the pupil return to a calmer state where re-engagement with learning was possible.
As trust developed, this evolved into weekly 1:1 music wellbeing sessions.
Sessions began with singing familiar songs accompanied by guitar, providing a structured and emotionally safe starting point. These activities offered insight into the pupil's emotional world while also developing listening, attention and relational skills through shared musical experiences.
Over time, sessions progressed into songwriting. Using a simple and supportive structure, the pupil was encouraged to identify emotions, connect them to bodily sensations and express these experiences through lyrics and music.
As confidence increased, the pupil engaged in deeper emotional exploration, including writing about past experiences and the feelings associated with them.
Observed Impact & Outcomes
The pupil was supported by a wider team using a range of strategies across the school day. The outcomes below reflect the contribution of music wellbeing sessions within that broader support approach.
Within this context, the pupil began to show noticeable improvements in emotional regulation and engagement.
There was a reduction in the frequency and intensity of shouting, and the pupil responded more positively to adult support during and following sessions. Music provided a consistent and effective tool for co-regulation during periods of heightened emotion.
A key outcome was the pupil's growing independence in using music as a regulation strategy. She began keeping a songwriting book both in school and at home, using it to write lyrics as a way of processing emotions and experiences.
This demonstrated that strategies introduced within sessions were being internalised and applied beyond the intervention itself.
Staff Voice
"The pupils who attend the music wellbeing sessions are really enthusiastic about them. They find it a positive way to express their emotions through songwriting and enjoy the opportunity to perform. They consistently return to class more settled after sessions."
– Class Teacher
"The work Jade has completed is helping this child to process her life story. She loves the sessions, and we have observed increased regulation around these times."
– Deputy Headteacher
Why This Matters
For pupils who experience high levels of emotional dysregulation and difficulty accessing the classroom, traditional approaches to behaviour and emotional support are not always effective.
This case demonstrates how music can provide a safe, relational and accessible route to:
- Support co-regulation during heightened emotional states
- Develop internal emotional regulation strategies
- Improve readiness to learn
- Increase emotional expression and self-awareness
- Encourage greater independence in managing emotions
By combining creative expression with structured support, the pupil was able to move from reliance on adult intervention towards greater independence in managing her emotional wellbeing.
This not only supported the child's wellbeing but also increased her ability to remain in class, engage with learning and build positive relationships within the school environment.
Impact Summary
This case highlights how music can provide a safe and accessible route for children who find direct verbal expression challenging. Through a combination of co-regulation, creative structure and relational support, the pupil was able to develop strategies that extended beyond the sessions themselves, supporting both emotional wellbeing and engagement in school life.
Case Study Two
At a Glance
Focus: Emotional processing, emotional regulation and classroom engagement
Approach: Weekly 1:1 music wellbeing sessions using songwriting, singing, immersive listening and regulation strategies
Outcome: Improved emotional awareness, greater independence in self-regulation, reduced overwhelm and increased readiness to learn
Identified Need
The pupil has a diagnosis of ADHD and autism and experienced significant challenges within the classroom.
She often presented as overwhelmed, describing a high volume of internal thoughts that were difficult to manage. Emotionally, she frequently appeared low in mood and found it challenging to organise and make sense of her feelings. Thoughts could become “tangled” and escalate into spiralling patterns, impacting her ability to regulate independently.
These internal experiences affected her focus, engagement in learning and overall sense of stability within the classroom environment.
The pupil required support that was structured, safe and accessible, enabling her to process emotions in a manageable and meaningful way.
Music Wellbeing Intervention
The pupil accessed weekly 1:1 music wellbeing sessions designed to provide consistency, predictability and emotional safety.
Sessions followed a familiar structure:
- Warm-up activity
- Familiar song
- Progression into songwriting
Songwriting became the primary tool for helping the pupil process internal experiences, particularly during periods of overwhelm.
Strategies used throughout sessions included:
- Breaking down emotions individually and linking them to bodily sensations (interoception)
- Exploring thoughts, feelings and areas within her control through lyric writing
- Singing during activities to support attention and processing
- Rhythmic tapping at a steady pace to support regulation
- Immersive listening experiences, including 8D audio, to promote calm and emotional reset
This approach provided a structured yet flexible way for the pupil to organise thoughts, reduce overwhelm and express emotions safely.
Observed Impact & Outcomes
The pupil demonstrated clear improvements in emotional awareness, regulation and clarity of thought.
Key outcomes included:
- Increased ability to identify and express emotions
- Improved organisation of thoughts, reducing overwhelm by focusing on one feeling at a time
- More consistent emotional regulation during and following sessions
- Increased independence in using regulation strategies
- Greater readiness to return to learning after periods of dysregulation
Music became an effective tool for immediate regulation. In particular, immersive listening supported rapid calming, enabling the pupil to return to class in a more settled and engaged state.
A significant outcome was the transfer of strategies beyond sessions. The pupil began independently using singing as a regulation tool, recognising when she was becoming frustrated, removing herself to a quiet space and returning to learning within minutes.
Parents also reported a noticeable difference following sessions, observing that she returned home calmer, more settled and better able to manage her emotions.
Staff Voice
“The impact of using immersive music with this child has been incredible to see. There have been several occasions where she has been highly agitated and dysregulated, yet within minutes of accessing the music she has been calm enough to engage. Over time, she is beginning to access this independently. Alongside songwriting, this has provided a positive outlet and supported her regulation.”
– Senior Leadership Team
“She has been using singing as a calming regulation tool and is now able to recognise when she is becoming frustrated. She will take herself to a quiet space, use singing to regulate, and return ready to engage with learning, often within a few minutes.”
– Teaching Assistant
“Pupils who attend the music wellbeing sessions are highly engaged and use songwriting as a way to express their emotions. They consistently return to class more settled and ready to learn.”
– Class Teacher
Parent Voice
“As a parent, I cannot recommend Jade enough. My child really enjoys her music wellbeing sessions, and they have been a key part of our journey in supporting her.
She struggles with emotional regulation, and this has helped her so much. Jade has taught her ways to manage her emotions — my favourite is that when she is angry, she now sings instead of shouting.
I can always tell when she has had a music wellbeing session, as she comes home much calmer and more settled.
Jade has supported her to write songs to express her emotions, including her feelings about being in class, giving her a healthy and constructive outlet.
Jade has been incredibly patient and kind, and I am so grateful for the support she has given my child.”
– Parent
Why This Matters
For pupils experiencing high levels of internal overwhelm, traditional approaches to emotional support are not always accessible.
This case demonstrates how music can provide a structured, engaging and non-threatening way to:
- Organise thoughts and feelings
- Process emotions safely
- Develop emotional awareness
- Support self-regulation
- Increase independence in managing challenges
- Improve readiness to learn
By transforming “tangled” internal experiences into something understandable and expressible, music can help pupils develop practical strategies that extend beyond sessions and support both wellbeing and access to learning.
Impact Summary
This case highlights the power of music as a tool for emotional processing and regulation. Through songwriting, singing and immersive listening, the pupil developed greater emotional awareness, improved regulation skills and increased independence in managing overwhelming feelings.
Most importantly, the strategies introduced within sessions became part of the pupil’s everyday toolkit, supporting her wellbeing both in school and beyond.