Case Study Two.

Need 

The pupil has a diagnosis of ADHD and autism and experienced significant challenges within the classroom. She often presented as overwhelmed, with 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 engagement in learning, focus, and overall sense of stability within the classroom. The pupil required support that was structured, safe, and accessible, enabling her to process emotions in a manageable way. 

Intervention 

The pupil accessed weekly 1:1 music wellbeing sessions, designed to provide consistency and emotional safety. 

Sessions followed a predictable structure: 

warm-up activity  

familiar song  

progression into songwriting  

Songwriting was the primary tool used to help the pupil process her internal experiences, particularly during periods of overwhelm. 

Strategies included: 

breaking down emotions individually and linking them to bodily sensations (interoception)  

exploring what is within her control through lyrics  

singing during activities to support attention and processing  

rhythmic tapping at a steady pace to support regulation  

immersive listening (e.g. 8D audio) to support calming and reset  

This approach provided a structured yet flexible way for the pupil to organise thoughts, reduce overwhelm, and express emotions safely. 

Impact 

The pupil demonstrated clear improvements in emotional regulation and clarity of thought. 

Increased emotional awareness, with greater ability to identify and express feelings  

Improved organisation of thoughts, reducing overwhelm by focusing on one emotion at a time  

More consistent regulation, both during and following sessions  

Increased independence in using strategies  

Music became an effective tool for immediate regulation. Immersive listening supported rapid calming, enabling the pupil to return to class in a more settled state. 

A key outcome was the transfer of strategies beyond sessions. The pupil began independently using singing to regulate, removing herself to a quiet space and returning to learning within minutes. 

Parents also reported a clear difference following sessions, noting that she returned home calmer and more settled. 

Staff Perspective 

“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 Perspective 

“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.” 

Why this matters 

For pupils experiencing high levels of internal overwhelm, traditional approaches may not always be accessible. 

This case demonstrates how music can provide a structured, engaging and non-threatening way to: 

organise thoughts  

process emotions  

support regulation  

By transforming “tangled” internal experiences into something understandable and expressible, music enables pupils to develop strategies that extend beyond sessions and support both wellbeing and access to learning.