Can the use of background music improve the behaviour and academic performance of children with emotional and behavioural difficulties?

The effect of music on the moods, emotions and behaviour of both individuals and groups has been noted throughout history. A number of writers have discussed the functions of music (Merriam, 1964; Gaston, 1968), while others have researched both the physiological and psychological effects (reviewed in Radocy & Boyle, 1988). As a result of this research, music has come to be considered as lying on a continuum from highly stimulating and invigorating to soothing or calming (Gaston, 1968). There is certainly strong evidence from a variety of sources that people respond differently to stimulative and sedative music (Radocy & Boyle, 1988). Within the field of education, however, there have been few studies investigating the non-contingent use of music in influencing the behaviour and performance of children.