Music Education: Raising Attainment in a Time of Budget Pressure

With school budgets under sustained pressure, headteachers are rightly focused on maximising impact from every investment. In that context, music can sometimes be viewed as expendable. Yet the evidence suggests the opposite: when delivered well, music education contributes directly to improved outcomes across the curriculum (Hallam & Rogers, 2016; Arts Education Partnership, 2011). [files.eric.ed.gov]

What the Evidence Shows

A growing body of research highlights a consistent link between sustained music participation and higher attainment:

• A UK longitudinal study found pupils who learned an instrument demonstrated greater progress and better academic outcomes, particularly over time (Hallam & Rogers, 2016; Baker, Hallam & Rogers, 2023). [musicmark.org.uk], [cambridge.org]

• Further research shows students engaged in music achieve significantly higher GCSE results across subjects, with the strongest gains among those with prolonged involvement (Gill, 2020; Cambridge Assessment analysis). [cambridgea...ent.org.uk]

• International studies report that music students consistently outperform their peers academically, even when factors like background and prior attainment are taken into account (Guhn, Emerson & Gouzouasis, 2019; American Psychological Association, 2019). [apa.org], [apa.org]

As one widely cited summary concludes:

“There is strong evidence of a relationship between music education and improved academic performance.” (Arts Education Partnership, 2011) [files.eric.ed.gov]

Why Music Makes a Difference

Music develops the foundational skills that underpin success in school:

• Memory and concentration through rehearsal and practice (Arts Education Partnership, 2011) [files.eric.ed.gov]

• Pattern recognition, supporting maths and reading (Hallam, 2010; cited in Arts Education Partnership, 2011) [files.eric.ed.gov]

• Discipline and resilience built through incremental progress (Guhn et al., 2019) [apa.org]

• Listening and attention, critical for all learning (Berti et al., 2006; Pallesen et al., 2010 via Arts Education Partnership, 2011) [files.eric.ed.gov]

These are not isolated “music skills”—they are core learning behaviours that transfer across subjects.

Value for Money in Tight Budgets

When budgets are constrained, the focus often shifts to interventions with measurable impact. Music deserves to be part of that conversation.

Unlike some short-term interventions, music:

• Delivers long-term gains through sustained engagement (Guhn et al., 2019) [apa.org]

• Supports multiple outcomes simultaneously (academic, social, emotional) (ABRSM, 2025; Arts Education Partnership, 2011) [abrsm.org], [files.eric.ed.gov]

• Contributes to attendance, wellbeing, and engagement, which in turn affect attainment (ABRSM, 2025) [abrsm.org]

• Enhances whole-school culture, supporting behaviour and motivation (Ofsted, 2023) [gov.uk]

Cutting music provision may appear to save money in the short term, but it risks removing a subject that strengthens the very skills schools are trying to improve elsewhere.

A Balanced View

It is important to note that research in this area often shows correlation rather than direct causation. However, the consistency of findings across multiple studies—and the clear cognitive and behavioural links—make a strong case (Baker, Hallam & Rogers, 2023; AQA, 2023). [cambridge.org], [aqa.org.uk]

The Leadership Perspective

In a climate where every decision must be justified, music stands out as a subject that delivers both breadth and impact.

It is not simply an enrichment activity. It is a practical, evidence-informed way to:

• Raise attainment

• Develop learning behaviours

• Support pupil wellbeing

• Strengthen outcomes across the board

The challenge for school leaders is not whether they can afford to include music—but whether they can afford not to.