Music is an integral part of students’ lives across all age groups. Children and adolescents often spend hours each day listening to music, whether during commutes, study sessions, or leisure time. This ubiquity of music has led educators and researchers to ask how the type of music students listen to might influence their behavior in school settings. A child who loves classical music may behave differently in class than one who prefers heavy metal or hip-hop. This report examines existing research and expert opinions on how musical genres correlate with student behavior, including classroom conduct, attention span, aggression, social dynamics, and academic performance, from elementary school through college. Both short-term effects, which are immediate changes in mood or behavior after listening, and long-term developmental impacts, which represent how years of listening shape behavior and attitudes, are considered.
The genre of music a student listens to can have subtle effects on their classroom behavior and conduct. Educators have observed that background music played in class can influence the classroom atmosphere. For example, soft classical or instrumental music is sometimes used to create a calm environment during independent work or quiet study time. Research in elementary classrooms has found that calming background music can reduce fidgeting and disruptive behavior, helping young students stay on task (Hallam, 2010). Upbeat or loud music, on the other hand, may energize students, which can be positive during active learning but might lead to restlessness or off-task behavior if played at inappropriate times. Beyond background music, students’ personal music preferences might reflect in their conduct. Some studies suggest that adolescents who favor aggressive or rebellious music genres, such as heavy metal or gangsta rap, tend to show more rule-breaking or defiant behavior at school (Rubin et al., 2001; Scheel & Westefeld, 1999). This does not necessarily mean the music causes misbehavior. Teenagers who are already disaffected are often drawn to music that resonates with their emotional state. In contrast, students who listen to soothing genres like classical, jazz, or folk may exhibit calmer behavior, although personality and environment likely play a role.
One of the most studied aspects of music’s impact is attention and concentration. The effect often depends on the type of music and the nature of the task. A key distinction is whether the music has lyrics. Research shows that music with lyrics can compete for language-processing attention in the brain, which may impair reading comprehension and memory during study (Perham & Vizard, 2011). Conversely, instrumental music, such as classical, lo-fi, or ambient sounds, can sometimes improve concentration by masking environmental noise and reducing stress (Hallam, 2010). Age and personality also play a role. Younger children are more easily distracted by any music, while older students often use music selectively. Introverted students may be more distracted by background music during cognitive tasks, whereas extroverts may experience enhanced focus with low-level music (Furnham & Bradley, 1997).
Music with violent or aggressive lyrics can temporarily increase aggressive thoughts or irritability in listeners (Anderson et al., 2003). High school or college students exposed to aggressive songs have shown short-term increases in hostility, although this rarely translates into direct aggressive acts. Long-term effects are mostly correlational. Adolescents who frequently listen to heavy metal or gangsta rap sometimes display higher rates of school discipline problems, substance use, or pro-aggressive attitudes (Arnett, 1991; Scheel & Westefeld, 1999). However, causation is debated. Music may reflect rather than cause anger. Many fans of aggressive music describe it as cathartic, helping them vent negative emotions safely (Arnett, 1991). Conversely, music with prosocial lyrics can encourage helping behavior and empathy (Greitemeyer, 2009; Greitemeyer & Osswald, 2010).
Music taste also affects peer relationships. Adolescents often form social groups based on musical preferences, using music as a marker of identity and belonging (North et al., 2000). Students who enjoy group-oriented musical activities, such as band or choir, tend to show stronger teamwork and social cohesion, while students heavily immersed in isolating or antisocial music may appear withdrawn. When schools leverage music positively, such as allowing students to share favorite songs or integrating music into class projects, it can enhance peer bonding and engagement (Rentfrow & Gosling, 2003).
The relationship between music and academic performance is nuanced. Students who listen to classical or jazz music sometimes show higher academic outcomes, while those focused on aggressive genres may have slightly lower grades, though these correlations are influenced by family and personality factors (Schellenberg, 2006). For study environments, research shows that loud or lyrical music often reduces task performance, while quiet, instrumental music can either be neutral or slightly beneficial (Perham & Vizard, 2011). The popularized “Mozart effect” reflects short-term mood and arousal improvements rather than long-term intelligence gains (Rauscher et al., 1993; Steele et al., 1999).
Short-term effects include immediate mood and arousal changes, such as calmness from soft music or increased irritability from aggressive songs (Ballard & Coates, 1995). Long-term impacts are subtler and may reinforce existing personality traits, social attitudes, or identity patterns (Bushman & Huesmann, 2006). Over time, music can serve as either a positive emotional outlet or a reinforcement of negative themes, depending on content and context.
Music’s influence also changes across development. In elementary school, music primarily shapes mood and routine compliance; children respond to simple emotional cues rather than complex lyrics. In secondary school, music strongly influences identity, peer relationships, and emotional regulation. By college, music use becomes more intentional for stress relief, study habits, and socialization, with less direct behavioral influence as students gain self-regulation.
The type of music students listen to can influence classroom behavior, attention, and social dynamics. Short-term effects are well-documented, while long-term behavioral impacts are largely tied to identity formation and social reinforcement rather than music alone. In educational settings, intentional use of music—calm instrumental for focus, upbeat music for engagement—can enhance behavior and learning outcomes.
References
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