School music teacher wellbeing: A systematic review.

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Bibliographic Details
Title:	School music teacher wellbeing: A systematic review.
Authors:	Meng, Han¹ hanm@our.ecu.edu.au, Goopy, Jason¹ j.goopy@ecu.edu.au
Source:	Issues in Educational Research. 2026, Vol. 36 Issue 2, p582-598. 17p.
Subject Terms:	Music teachers, Employees' workload, *Evidence synthesis, Treatment effectiveness, Health self-care, Employee health promotion
Abstract:	School music teachers experience unique workload demands that affect their wellbeing, though they are under-represented in research. A recent alarm has been raised for the health of professional musicians, many of whom teach in schools as part of their portfolio careers. To support teacher wellbeing, it is increasingly recognised that contextualised solutions are needed, and music teachers could benefit from distinctive support mechanisms. This systematic review used the PRISMA guidelines and aimed to synthesise and evaluate current knowledge on levels of music teacher wellbeing worldwide, factors influencing their wellbeing, recommended support strategies, and the effectiveness of researched interventions. A comprehensive search was conducted across nine databases for articles, book chapters, books, reviews, and reports written in English with no date range. A total of 33 sources were comprehensively analysed out of 1071 sources retrieved and imported into Covidence. We found that music teacher wellbeing is at risk, with several sources reporting wellbeing levels below other global studies. Personal and professional self-care is advocated as the most effective and immediate strategy that music teachers can employ daily to manage their wellbeing and flourishing. Systemic reform can assist music teacher wellbeing by recognising and alleviating unique workload pressures, establishing formal inter-school support networks, and valuing the contribution of music teachers to education. No known study has evaluated the impact of any proposed support strategy or intervention to support music teacher wellbeing, highlighting an urgent need for future evaluation research. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	School music teachers experience unique workload demands that affect their wellbeing, though they are under-represented in research. A recent alarm has been raised for the health of professional musicians, many of whom teach in schools as part of their portfolio careers. To support teacher wellbeing, it is increasingly recognised that contextualised solutions are needed, and music teachers could benefit from distinctive support mechanisms. This systematic review used the PRISMA guidelines and aimed to synthesise and evaluate current knowledge on levels of music teacher wellbeing worldwide, factors influencing their wellbeing, recommended support strategies, and the effectiveness of researched interventions. A comprehensive search was conducted across nine databases for articles, book chapters, books, reviews, and reports written in English with no date range. A total of 33 sources were comprehensively analysed out of 1071 sources retrieved and imported into Covidence. We found that music teacher wellbeing is at risk, with several sources reporting wellbeing levels below other global studies. Personal and professional self-care is advocated as the most effective and immediate strategy that music teachers can employ daily to manage their wellbeing and flourishing. Systemic reform can assist music teacher wellbeing by recognising and alleviating unique workload pressures, establishing formal inter-school support networks, and valuing the contribution of music teachers to education. No known study has evaluated the impact of any proposed support strategy or intervention to support music teacher wellbeing, highlighting an urgent need for future evaluation research. [ABSTRACT FROM AUTHOR]
ISSN:	03137155