Date

5-20-2026

Department

School of Music

Degree

Doctor of Music Education (DME)

Chair

Erin Watson

Keywords

social-emotional learning, music education, middle school band, qualitative case study, adolescent development

Disciplines

Education | Music

Abstract

Social-emotional learning (SEL) supports students’ development of interpersonal skills, emotional regulation, and responsible decision-making during adolescence. Although music education provides collaborative learning environments, limited research has examined how participation in middle school band programs contributes to students’ social-emotional development. The purpose of this qualitative case study is to explore how participation in a middle school band program contributes to the development of social-emotional learning (SEL) competencies among students. Through interviews, observations, and document analysis, this study seeks to understand how students and educators experience and perceive the social and emotional dimensions of ensemble participation within the middle school band setting. The study was conducted at one middle school and included students enrolled in the school’s band program. Data were collected through student interviews, focus groups, and classroom observations to examine students’ experiences within the ensemble setting. Data were analyzed using thematic analysis to identify patterns related to collaboration, interpersonal relationships, responsibility, and emotional awareness. The findings provided insight into how participation in a middle school band program supported students’ social-emotional development and contributed to the understanding of the role of music education in supporting the whole child.

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