ABRSM’s latest Making Music report, titled Extending Our Ambition for Music Education in the UK, offers a detailed snapshot of how music is currently learned, taught, and experienced across the United Kingdom. The research draws on responses from over 3,000 participants, including children, adults, and music teachers, and reveals a complex picture—one that celebrates music’s proven benefits while also identifying critical challenges.

Music and Mental Wellbeing

Among the most compelling findings is the strong connection between music and mental health. A significant majority—84% of young people—recognized music’s positive influence on their emotional wellbeing. This perspective is echoed by 87% of music teachers, who view musical engagement as essential to students’ mental health and broader development. These insights reinforce longstanding academic consensus around the therapeutic and cognitive value of musical practice.

Participation Patterns and Barriers

Motivations for engaging with music vary. While 45% of respondents play music for enjoyment, 27% do so to build skills, and 25% to gain confidence. However, participation is not without its obstacles. A notable decline in musical learning is observed at ages 12 and 15, often aligning with educational transitions such as entry into secondary school or the start of GCSEs. These periods are commonly associated with increased academic pressure and reduced access to music education.

In terms of barriers, cost remains a key factor. Among non-learners, 29% identified financial limitations as the main reason for not pursuing music. Despite these issues, over 90% of children reported enjoying classroom music lessons, indicating that schools still play a vital role in fostering early enthusiasm.

Technology and Evolving Habits

The report also highlights a growing shift toward digital forms of music engagement. Around 15% of respondents reported using smartphones or tablets to create music, and 8% shared videos of their performances online. These figures suggest a changing landscape in how music is accessed and produced, underscoring the importance of integrating technology into modern music education.

Strategic Recommendations

In response to its findings, ABRSM outlines several key recommendations for educators, policymakers, and cultural institutions:

• Curriculum Review: Schools and community music organisations are encouraged to assess and enhance delivery methods to ensure students’ needs are met at every stage.
• Teacher Investment: Continued professional development and resource support for music educators are essential to sustain high-quality teaching.
• Creative Prioritisation: Emphasising creativity and self-expression within school environments is seen as critical for supporting student identity and long-term engagement.

These recommendations reflect a broader shift in education policy that places increasing value on the arts as a vehicle for holistic development.

A Call for Collaborative Action

While the report paints a largely positive picture of music’s role in wellbeing and cognitive growth, it also draws attention to systemic issues—particularly the drop in participation during adolescence and the financial barriers to access. Addressing these issues, ABRSM suggests, will require coordinated efforts across schools, communities, and funding bodies to ensure that the benefits of music education are equitably available to all.

The full Making Music report is available via ABRSM’s advocacy platform. It stands as both a resource and a call to action—urging stakeholders to reimagine music education not as a luxury, but as a vital part of personal and social development.