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Why students thrive when music becomes part of school life

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Why students thrive when music becomes part of school life

In Australia, more than one million primary school students aren’t learning music as part of their day-to-day education, despite a growing body of research showing the importance and positive impacts of music education.

A growing body of research shows that singing and playing music can be effective ways of boosting young people’s learning outcomes, as children who are constantly exposed to music are found to exhibit longer attention spans, emotional stability, resilience, and cognitive capacity.

The ARIA Music Teacher Award, in partnership with The Song Room, celebrates the crucial role of music educators in fostering students’ love for music, enhancing wellbeing, and building community connections.

This year’s nominees are recognised for their outstanding contributions, from promoting traditional languages through song to creating inclusive programs. Celebrated artists including Meg Mac and Jessica Mauboy surprised the finalists at their schools, and the winner will be announced at the ARIA Awards on 20 November, broadcast on Channel Nine and Stan.

‘Music isn’t just something we do – it’s who we are’

One of the nominees, Susan Sukkar from Petersham Public School in Lewisham (Gadigal and Wangal Country, NSW) has been a cornerstone of music education at the school, and beyond, for more than 20 years.

Sukkar, the driving force behind the Festival of Instrumental Music at the Sydney Opera House, has inspired countless students to perform. Her inclusive approach teaches musical skills while fostering confidence, teamwork, and resilience in children from kindergarten to Year 6.

“Music isn’t just something we do – it’s who we are,” Sukkar said. “For many of my students, stepping onto that stage is a life-changing moment. It’s about proving to themselves that they are capable of greatness.”

Perhaps one of the most moving aspects of Susan’s work is the way she brings together families and communities. Her annual Performing Arts extravaganza sees parents, grandparents, and students collaborating in a shared celebration of music.

A student once said, “Mrs. Sukkar believed in me when I didn’t believe in myself, and because of her, I want to keep playing music for the rest of my life.”

‘Music teachers capture the hearts, minds, and creativity of children’

Petersham Public School Principal Beth Morgan said the school collectively believes that all children have the right to access high quality music education.

“For a school of 250 students, we have eleven ensembles and two choirs,” Morgan told The Educator. “We prioritise music education because we see the results through students’ sense of connectedness to the school and academic outcomes.”

Morgan called music education “a greater equaliser” because it brings together students from all backgrounds to share in the joy of creative application.

“As a result of their work composing, appreciating and playing music, our children are very expressive, have extensive vocabularies and problem-solve effectively,” she said. “As a school community, we also believe that everyone is a teacher and a learner.”

One example of this, says Morgan, is that she was recently tutored by a Year 6 student on her saxophone (after not playing for many years) in preparation for our community ensemble performance at the school’s upcoming Petersham PS Creative and Performing Arts Showcase.

“It’s not just the students, but our teaching staff and community who have a shared vision to ensure our students are presented with incredible musical opportunities.”

Morgan said the school appreciates how lucky it is to have Sukkar – one of Australia’s best music educators – working on its campus.

“Music teachers know how to capture the hearts, minds, and creativity of children,” she said, adding there are “limited opportunities” for pre-service primary teachers to receive in-depth instruction about becoming a music specialist.

“This is absolutely something I’d love to see our tertiary education partners consider for their students.”

Morgan said part of Sukkar’s role is mentoring other teachers, not just at Petersham Public School, but across the state.

“We want to ensure that music lessons are seen as an essential component of primary education and share her amazing expertise to inspire our aspiring music educators and future musicians.”

Instilling a powerful sense of belonging

Another Award nominee is Nathaniel Miller, whose music program at Bulman School in Arnhem Land teaches students to play instruments, write songs, and perform in English, Dalabon, and Rembarrnga languages.

“It’s about keeping our culture alive,” Miller said.

Reflecting on a heartening outcome from Miller’s program, one of the school’s parents remarked, “I never thought I’d hear my son sing in our language.”

At Seaview High School, Hayley Wedding – another Award nominee – redesigned the school’s music program, removing financial barriers and empowering students.

“Every student has the capacity to excel,” she said.

The program grew from 6% participation in 2021 to 43% in 2024, helping students build resilience and emotional maturity.

“Working in communities across the country, we witness how vital music education is in giving young people a chance to experience success and to find a sense of belonging,” The Song Room CEO, Alice Gerlach, said.

“This year’s ARIA Music Teacher nominees exemplify the wonderful traits of innovation, inclusion and excellence that all great educators strive towards. Congratulations to them all.”



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