# The potential impact of singing on young children’s health and well-being: a longitudinal perspective

## TL;DR

A singing program in a London primary school shows improved singing skills and consistent well-being in young children over 18 months.

## Contribution

Longitudinal evidence of singing competency improvement and well-being in young children through a school-based singing program.

## Key findings

- Children's singing competency improved over time, with younger children showing greater progress.
- Participants outperformed national averages in singing competency for their age group.
- Children consistently reported high well-being with reduced negative responses, especially among younger participants.

## Abstract

The article reports data from an ongoing research evaluation of the impact of a special singing programme with young children in a London Primary school. A particular focus is on the extent to which any wider benefits of singing are evidenced in terms of participant children’s health and well-being. The research data were collected from children aged six to eight across two school academic years. The programme is being led by professional singers from a charitable singing foundation who make regular visits to the school to work with children, their teachers and teaching assistants. Children’s singing behaviour and development was assessed by combining data from the Singing Voice Development Measure (SVDM) and a revised model of vocal pitch-matching development (VPDM). Children’s perception of their health and wellbeing was assessed through the Very Short Wellbeing Questionnaire for Children (VSWQ-C) and the PANAS-C measure of emotional wellbeing (modified for younger children). Longitudinal data analyses from four separate data collections over 18 months suggest that children’s singing competency continued to improve over time, with younger children showing greater progress due to their less developed skills initially. Participants outperformed national averages in singing competency for children of equivalent ages. Children consistently self-reported high well-being ratings, with a reduced variability in negative responses, particularly among younger children. The data analyses suggest that the programme supported children’s singing development. Although there is no direct statistical evidence linking singing with health and well-being, the findings align with global research highlighting the mental, physical, and social benefits of singing. We speculate that the programme continues to contribute positively to the school’s culture and, by implication, potentially serving as a protective measure for their health and well-being. Ongoing research needs to explore this possibility.