Introduction
Over the years, I have worked with children, young people, and adults struggling with emotional dysregulation, anxiety, depression, and sensory processing challenges. Many of them—particularly those with autism, ADHD, or other Special Educational Needs (SEN)—have faced significant barriers to self-expression, connection, and self-soothing. Yet time and again, I have witnessed how music reaches them in ways that words cannot.
Music is not just background noise or entertainment. It is a deeply embodied experience, capable of calming the nervous system, grounding the mind, and facilitating emotional release. It offers an accessible self-help strategy, a means of connection, and a tool for inclusion. In my practice as a psychologist and counsellor using the arts, I have seen music transform moments of distress into opportunities for self-regulation, communication, and healing. This reflection explores the profound impact of music on wellbeing and inclusion, drawing on both research and lived experience.
Music and Emotional Regulation: Creating Stability in a Chaotic World
Many of the children and young people I work with struggle to regulate their emotions. Some are easily overwhelmed by sensory input, others find it difficult to transition between tasks, and many experience frustration that quickly escalates into distress. For those with autism and ADHD, these challenges are particularly pronounced, as their nervous systems often process the world in ways that feel unpredictable and intense (Ghanizadeh, 2011; Mazefsky et al., 2013).
In these moments, I turn to music. I have found that predictable rhythms and steady tempos create a sense of structure and safety. When a child is dysregulated—breathing rapidly, muscles tense, unable to focus—I might begin humming a slow, steady tune, encouraging them to match my rhythm. Research supports what I observe: slow-tempo music has been shown to lower heart rate and cortisol levels, inducing a state of relaxation (Thoma et al., 2013).
Drumming has also been a powerful tool in my work. I remember one young person with ADHD who found it difficult to sit still, his body constantly in motion. We introduced drumming as a way to channel his restlessness into rhythmic movement. Over time, his ability to match his heartbeat to the drum’s steady pulse helped him regulate his emotions. Group drumming, in particular, has been shown to enhance emotional awareness and reduce anxiety (Fancourt et al., 2016). The body responds instinctively to rhythm, offering a reliable anchor when emotions feel unmanageable.
Music as Self-Help for Anxiety and Depression
Many individuals with anxiety and depression struggle with a pervasive sense of helplessness. In these cases, I encourage them to use music as a form of self-care. The process can be deeply personal—curating playlists that resonate with their emotional state, engaging in songwriting, or even simply singing along to a song that feels like it “understands” them.
I recall a teenage girl I worked with who had been struggling with depression. She spoke little in sessions, unable to articulate what she was feeling. One day, I asked her if she could find a song that reflected her emotions. She returned the following session with a playlist filled with melancholic yet beautiful melodies. We used that as a starting point—what was it about these songs that resonated? Could she express herself in music the way the artists had? Slowly, she began writing her own lyrics, externalising her emotions in a way that felt safe.
Research shows that engaging with music—whether listening or creating—stimulates the release of dopamine and serotonin, neurotransmitters associated with pleasure and mood regulation (Chanda & Levitin, 2013). Music also offers a sense of control: while depression often leaves individuals feeling powerless, choosing and shaping musical experiences can provide a small but significant sense of agency (Baker & Krout, 2011).
For those with anxiety, personalised playlists can be a powerful tool. I encourage individuals to create sequences that reflect their emotional state, using “musical entrainment” to gently shift their mood (Zatorre & Salimpoor, 2013). A playlist that begins with a song mirroring their anxiety and gradually transitions to calmer, steadier tempos can facilitate emotional regulation.
Music and Inclusion: A Universal Language
One of the most profound aspects of music is its ability to connect people beyond words. I have seen children with autism—who struggle with traditional communication—light up when engaging with music. In these moments, they don’t have to navigate the complexity of spoken language; they can simply be present in the shared experience of sound.
In group settings, music becomes a bridge. I recall facilitating a music session where children with varying communication abilities participated in a drumming circle. A child who rarely spoke took the lead in creating a rhythm, and the group followed. In that moment, he was not an outsider struggling to fit in—he was a leader, guiding the musical conversation. Research supports this, showing that group music-making enhances social bonding and nonverbal communication, particularly for those with autism (Dvir et al., 2022).
For children with ADHD, music also provides a structured way to engage with others. I have seen young people who typically struggle to focus become entirely immersed when playing an instrument or singing in a group. Studies suggest that background music, particularly instrumental music, can enhance concentration and task persistence in individuals with ADHD (Gumenyuk et al., 2004). Music provides both stimulation and structure—a rare and valuable combination.
Beyond formal therapy, music also fosters inclusion in everyday life. School music programs, choirs, and community-based drumming circles create spaces where neurodivergent and neurotypical individuals can participate together, without the usual social pressures. In these settings, differences fade away, and the shared rhythm becomes the primary form of connection.
Music as a Grounding Tool
For those who experience sensory overload, dissociation, or anxiety, grounding techniques are essential. Music, in particular, offers a multisensory grounding experience. The physical vibrations of a drum, the deep resonance of a hum, or the steady repetition of a familiar melody can all help individuals reconnect with their bodies and the present moment.
One of the most effective techniques I have used is vocal toning—encouraging individuals to hum or sing deep, sustained tones. This activates the vagus nerve, which plays a key role in the body’s relaxation response (Porges, 2017). Many of my clients report that humming helps them feel more centered and calm, particularly in moments of high stress.
Low-frequency sounds, such as drumming, also have a profound grounding effect. I remember working with a young boy who would become overwhelmed by loud environments, often retreating into himself. Introducing a small drum he could tap when feeling distressed gave him a tool to externalise his emotions and regulate his arousal levels. Research confirms that deep, rhythmic sounds can help stabilise the nervous system, particularly for those with sensory processing challenges (Porges, 2011).
Final Reflections
In my years of practice, I have come to believe that music is one of the most powerful, yet often underutilised, tools for emotional wellbeing and inclusion. It provides structure for those who feel overwhelmed, expression for those who struggle with words, and connection for those who feel isolated. It does not demand verbal articulation or cognitive explanation—it simply offers itself, resonating with the emotions that often feel too complex to name.
As professionals working in mental health, education, and social care, we must recognise music’s potential not just as an intervention, but as a fundamental human experience that supports healing and connection. Whether through structured music therapy, informal musical engagement, or simply encouraging individuals to find their own musical self-help strategies, we can harness the power of sound to create spaces of safety, expression, and belonging.
References
•Baker, F. A., & Krout, R. E. (2011). Songwriting as a therapeutic tool for adolescents and adults. Music Therapy Perspectives, 29(1), 30-38.
• Chanda, M. L., & Levitin, D. J. (2013). The neurochemistry of music. Trends in Cognitive Sciences, 17(4), 179-193.
• Dvir, N., Avirame, O., Hadar, S., & Salzer, L. (2022). Musical interventions for individuals with autism spectrum disorder: A systematic review. Research in Autism Spectrum Disorders, 89, 101889.
• Fancourt, D., Perkins, R., Ascenso, S., Carvalho, L. A., Steptoe, A., & Williamon, A. (2016). Group drumming modulates cytokine response in mental health service users: A preliminary study. Psychotherapy and Psychosomatics, 85(1), 53-55.
• Ghanizadeh, A. (2011). A preliminary study on screening signs of auditory processing problem in children with ADHD. Journal of Attention Disorders, 15(3), 212-217.
• Gross, J. J. (2015). Emotion regulation: Conceptual and practical issues. Guilford Press.
• Koegel, R. L., Ashbaugh, K., Navab, A., & Koegel, L. K. (2012). Improving empathic communication skills in adults with autism spectrum disorder. Journal of Autism and Developmental Disorders, 42(9), 2201-2209.
• Mazefsky, C. A., Herrington, J., Siegel, M., Scarpa, A., Maddox, B. B., Scahill, L., & White, S. W. (2013). The role of emotion regulation in autism spectrum disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 52(7), 679-688.
• Porges, S. W. (2011). The polyvagal theory: Neurophysiological foundations of emotions, attachment, communication, and self-regulation. Norton & Company.
Dr M’s thoughts 