Abstract
This instrumental case study examined the perceived benefits of group singing on the social and emotional intelligence of school-aged children. Guided by a constructivist/interpretivist paradigm, the study explored how participation in community children’s choirs supported the development of social and emotional competencies aligned with the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework. Purposeful sampling yielded two child participants, aged eight and ten, and one choir director with over forty years of choral directing experience. I collected data through observation, field notes, and focus group interviews and then analyzed the data using thematic coding and member checking to ensure reliability. Analysis revealed six overarching themes and twenty-two subthemes which illustrated key outcomes of group singing: contextual aspects of the choral setting which foster emotional safety and belonging, motivation for group singing participation, self-awareness and confidence, resilience and growth mindset, ongoing social success and community impact, and social awareness and facility. I interpreted the findings through the theoretical lenses of Turner’s Communitas and Noddings’ Care Theory, which illuminated how group singing participation nurtured empathy, cooperation, perseverance, and nonverbal communication.
Results suggest that group singing may provide a more accessible means of cultivating children’s social and emotional intelligence and may offer benefits comparable to those of formal social and emotional (SEL) curricula. Although the small sample size and narrow geographic are limit the study, its findings transfer to similar educational context. The research concludes that music education–particularly group singing–may play a vital role in supporting children’s social and emotional development within existing school structures. Recommendations include encouraging administrators to protect and prioritize music education, supporting music educators in advocating for the importance of music education alongside academic instruction, and engaging stakeholders in advocacy for equitable access to quality music instruction provided by competent music educators. Future research should expand these findings through larger, more diverse samples and geographic settings.