Social-emotional learning through a drumming intervention

Abstract

The growth of social and emotional competence is considered a developmental goal of childhood and adolescence. While early caregiving and family environment are key to children’s wellbeing and developmental trajectories, social-emotional learning (SEL) interventions may reduce young people’s vulnerability to internalising and externalising problem behaviours if family or environment factors present some risk. The purpose of this study was to evaluate the impact of the SEL program DRUMBEAT (Discovering Relationships Using Music, Beliefs, Emotions, Attitudes and Thoughts), a 10-week school-based intervention. Students who took part in the DRUMBEAT program (N = 75, 64% male, 59% Primary School, 18% Indigenous) across six Australian schools, and their teachers, completed pre and post measures of Self-Esteem and the Strengths and Difficulties Questionnaire. Linear mixed model analyses showed there were significant improvements in students’ self-esteem, and internalising and externalising behaviours, as reported by students and teachers. Drumming has the potential to draw young people into an educative environment where rhythm, collaboration and discussion can enhance understanding of intra- and interpersonal processes.