Learners’ perceptions of daily singing in a school community severely affected by earthquakes: Links to subjective well-being

Abstract

This article describes learners’ perceptions of daily singing in a school community severely affected by earthquakes, and considers whether and how their experiences might contribute towards well-being. The findings are drawn from Action Research led by a core team of two university researchers and the deputy principal of the school. Learners’ perceptions of singing were linked to indicators of well-being drawn from three models of well-being that were developed with children in mind. Our findings suggest that daily group singing in the classroom has the potential to be particularly helpful in increasing positivity; enhancing relationships; supporting engagement and achievement-related outcomes; and is often energizing. The resources that singing afforded, in an atmosphere of fun and enjoyment, appeared to support learners in managing the significant challenges that they were facing, and in turn in preparing them to engage with academic tasks.

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“…Their voices in this research project are represented through comments written in session notes (secondary data), and as such, my voice remains implicitly present. Rickson et al, (2018) research around singing and well-being for earthquake impacted primary school learners demonstrated the use of hand-drawn artwork as data, and also included the learners' interpretations in the data analysis. This presented a meaningful, and age-appropriate way to include the learners' voices throughout the research.…”