Pedagogical Strategies for Improving Mental Health Among University Music Students: A Systematic Review

Abstract

The mental health and well-being of college music students warrant further exploration, as they encounter unique pressures distinct from their peers in other disciplines. Given the performative nature of music, students face distinct challenges, such as frequent public performances, intense competition among peers, and a demanding curriculum covering diverse topics within the field. The onset of the COVID-19 pandemic shed light on mental health concerns within the music student population, emphasizing the need for targeted support and assistance. Similarly, research in the STEM field has revealed gaps in addressing mental health among students. Recognizing these deficiencies in both disciplines underscores the opportunity for more extensive exploration in this area. Collaboration among music programs, faculty, staff, mental health professionals, and the students themselves is crucial to addressing student mental health needs effectively. Instructors play a pivotal role in creating inclusive learning environments that embrace individuality and diversity, fostering transparency and a willingness to learn and adapt. In the realm of music, ensembles hold significant importance, with each member contributing unique expertise and individuality. Under the guidance of a conductor, musicians collaborate to produce art through music, highlighting the essence of teamwork and collaboration. This principle extends beyond music to life itself, emphasizing the importance of working together, learning from one another, and embracing change and progress. Open communication and collaboration pave the way for harmony and collective growth, fostering a supportive community where challenges are addressed collaboratively, and individuals thrive.