Case Study One.

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.