Date
12-16-2025
Department
School of Music
Degree
Doctor of Philosophy in Music Education (PhD)
Chair
Brian Stiffler
Keywords
Resilience, ACEs, Adverse Childhood Experiences, Music, Music Education, Music Ensembles, Music Teachers, Grit, Traumatic Childhood, Childhood Trauma, Resilience Factors, Traits of Resilience, Trauma-Informed Teaching Practices, Positive Role Model
Disciplines
Educational Psychology | Music
Recommended Citation
Matthews, Angela Dawn, "The Cultivation of Resilience: A Phenomenological Study of Music Teachers’ Experiences Teaching Children with Adverse Childhood Experiences" (2025). Doctoral Dissertations and Projects. 7784.
https://digitalcommons.liberty.edu/doctoral/7784
Abstract
This phenomenological multi-method study examines the lived experiences of music teachers in Virginia and North Carolina working with students who have Adverse Childhood Experiences (ACEs) and the cultivation of resilience in music students through music ensemble participation. The researcher interviewed music teachers (n = 16) to explore experiences instructing children with ACEs. Music ensemble students (n = 66) and non-music ensemble students (n = 62) completed the ten-item version of the original 25-item Connor-Davidson Resilience Scale, the CD-RISC 10. Research questions guiding the study were: How do children with adverse childhood experiences interact and respond in music ensembles? How do children with adverse childhood experiences benefit from music ensemble participation? Do significant differences exist between the resilience of ensemble students compared to non-music students? Qualitative findings suggested that music teachers perceive improvements in resilience among students with ACEs participating in music ensembles and that ensembles are particularly beneficial for students experiencing ACEs. Findings also indicated that music teachers list the critical components of resilience as central themes inherent in ensemble participation. Quantitative findings indicated that students enrolled in music ensemble classes exhibit significantly greater resilience than those who are not. The findings of this study supported the use of music ensemble participation as an early intervention for students experiencing ACEs, adding to the body of literature on the non-musical benefits of music ensemble participation, particularly among traumatized children.
