What Do We Mean by Group-Based Music Interventions for Social–Emotional Development? Findings From a Scoping Review

The relationship between music and social–emotional development has gained increasing research interest, yet methodological and conceptual challenges remain. This scoping review examined intervention characteristics and operational definitions in group-based music programs targeting social–emotional development in children aged 2–12. The inclusion criteria followed the PCC framework, as studies should involve most participants between the age range of 2–12 (participants) and a music-active intervention including social–emotional aspects (concepts) and be conducted in group settings (context). Following double-blind screening, 90 predominantly experimental and quasiexperimental studies were selected. Authors piloted the charting and extracting tool proposed in the review's preregistration, after which several adaptations were added to reflect the wide range of information found. This process was collaboratively developed by all authors, with several iteration rounds. Such data extraction stage focused then mainly on study design, musical components, and the operationalization of social–emotional goals. Associations between music approaches and social–emotional constructs were examined descriptively. Substantial heterogeneity in study design, music approaches, and theoretical framing limited comparability across studies. Therefore, results indicated a wide variation in musical approaches, as well as in the conceptualization and measurement of social–emotional development. These findings thus highlight the need for clearer reporting of implementation processes, theory of change, institutional contexts, and recognizing the role of all stakeholders involved in the research process. Such detailed information could help to clarify some of the methodological and conceptual challenges raised. This clearer reporting will also contribute to a more complex and contextualized understanding of the reported associations between music engagement and social–emotional development across a diverse variety of approaches, individuals and contexts.