# Intervention for minimizing the risk of drop-out in music school pupils—an exploratory study

## TL;DR

This study explores a workshop-based intervention to reduce dropout rates in music schools by improving students' motivation and skills.

## Contribution

The study introduces a novel workshop program targeting specific dropout risk factors in music education through mentor-led activities.

## Key findings

- Workshops led to increased perceived autonomy during music theory lessons.
- Teachers observed improved competence in instrumental performance despite decreased self-reported competence.
- Positive shifts in motivation and attitudes toward learning were noted in students.

## Abstract

This exploratory study examined an intervention aimed at supporting music school pupils’ motivation and explored its potential relevance for dropout prevention. Drawing on our prior research into motivation and dropout in Slovenian music schools, we developed an intervention to address this problem. We selected three areas previously identified as leading to dropout: individual differences, challenges with music theory and solfège, and limited peer interaction. We designed 7 workshops to improve pupils’ body posture and motor skills (Fit Musician), music learning and instrument practice (Connected, The Great Practitioner!), understanding of music theory and solfège (I Can Master Music!, Super Music Theory!), and limited peer interaction (Together is Cute), along with improvisation skills (The Impro League). 55 pupils at a Slovenian public music school, some identified by their teachers as having an elevated risk of dropout, participated in the workshops 8–10 times. These ran mostly alongside their regular curriculum and were led by University of Ljubljana students under the guidance of their teaching and work mentors. We used both qualitative and quantitative data to understand the intervention’s outcomes better. Quantitative data were collected from the pupils (N = 43) using adapted motivational questionnaires administered pre-intervention and post-intervention. Qualitative data were collected through focus group interviews with music instrument and music theory teachers (N = 13). Quantitative analyses showed a statistically significant increase in pupils’ perceived autonomy (p = 0.02) during theory lessons and a statistically significant decrease in perceived competence in instrumental performance (p < 0.001). However, the qualitative analysis of their instrumental teachers’ observations revealed increased competence in pupils’ instrumental performance. Furthermore, qualitative analysis revealed several observed shifts in pupils’ motivation. These included changes in relatedness, competence, and positive attitudes toward learning, with more minor changes in autonomy, enthusiasm, and repertoire-driven motivation in music instrument lessons. Theory teachers reported fewer changes, most notably a more positive attitude toward music theory. Our exploratory study’s preliminary findings suggest that structured interventions (e.g., student–mentor workshops) embedded in the ongoing educational process may relate to pupils’ core motivational processes and warrant further investigation as a potential approach to dropout mitigation in music education.