Date

12-4-2025

Department

School of Music

Degree

Doctor of Music Education (DME)

Chair

Cassandra Hibbard

Keywords

food insecurity, inadequate living facilities, unstable guardianship, elementary school music education, trauma, assault, sense of belonging

Disciplines

Music

Abstract

The unexpressed perspectives of children have long been dismissed in elementary music education. Daily agendas, curriculum, and administrative expectations direct the day-to-day functions of the classroom and negate the instructor’s assessment of students’ needs. As a result, students who have experienced trauma (various forms) will feel disconnected from the classroom and have a low level of engagement. Music educators must adapt their planning and execution and infuse empathy and flexibility in their teaching to allow all children room to grieve previous traumatic experiences. This historical research investigates the student perspectives on what music participation means effects on elementary students’ sense of belonging who have experienced various traumatic experiences, such as food insecurity, inadequate living facilities, unstable guardianship, and assault. The necessity to measure the sense of belonging among music students who have experienced trauma cannot be understated. Music educators who develop this skill and adapt their curriculum, behaviors, and classrooms will find more involvement and musical development from all students, including those coping with traumatic experiences. Thus, music educators will be encouraged to study the effects of trauma and sense of belonging through different traumas. Music educators are encouraged to apply the knowledge gained from studies of students who have encountered trauma and build a deeper sense of belonging, community, and familial feel inside the walls of their elementary music education classroom.

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