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Why do so many young people struggle to stay in school, and how can music help create an environment where more of them feel they belong? This question is at the centre of RESONATE, a Nordic project being introduced in ten upper-secondary schools in Vestland County. In collaboration with NAV, the Bergen Public Library, local organizations, and most importantly, the pupils themselves, researchers and practitioners will explore how music can be used as a tool for motivation, connection, and well-being in everyday school life.

Many young people say they feel alone, stressed, or out of place at school. Some have academic challenges, while others find it difficult to connect socially. Yet small moments can make a big difference: being greeted when you arrive, feeling missed when you’re absent, or being part of a group where you can contribute something meaningful. Music is particularly powerful in this regard. It brings people together, creates energy, and offers experiences of mastery that are not tied to grades or performance pressure.

Co-creation with pupils

In RESONATE, pupils, teachers, cultural workers, and researchers take part in workshops where they co-create a concrete plan for the music activities at each school. This Music Activity Plan (MAP) is tailor-made for local needs. One school might want a band workshop, while another prefers songwriting, DJ-ing, rap, choir, or digital music production. The key is that the activities should feel enjoyable, accessible, and socially safe. Pupils help decide the content, because they know what feels meaningful and motivating in their own lives.

Music activities in schools

To find out whether music makes a difference, the project uses a design where half of the participants at the schools begin with the activities while the others serve as a “waiting group.” After one semester, they switch, meaning every school gets the programme. This allows researchers to compare changes in well-being, motivation, and sense of belonging over time in a more reliable way. Pupils complete surveys at several points, and both pupils and teachers take part in interviews. The researchers also observe the sessions to understand what happens between participants: How do they collaborate? How do they respond to success or struggles? How do relationships develop?

Assessing and advancing music activities

The goal is not only to measure outcomes but to understand what actually happens in the room. For some pupils, the sessions may become a breathing space, a break from academic pressure where they can be creative. For others, daring to share something they’ve created can be a major boost to their confidence. Music also lowers the threshold for making new connections, since people work side by side toward a shared goal: a finished track, a performance, or simply a good vibe. In this way, music can help build friendships and strengthen the school community.

As the data are analyzed, the project will develop a practical model that schools can use independently after the research ends. The aim is to create an approach that is flexible, affordable, easy to adapt, and possible for teachers to run without specialist expertise. To ensure that the knowledge reaches the wider public, the project shares experiences through podcasts, videos, media features, and events. The long-term vision is that schools across Norway and the Nordic region can use music in a structured, research-informed way to promote inclusion and prevent dropout.

At its core, RESONATE is about something very simple: young people need to feel safe, valued, and welcome. They need spaces where they can try, fail, create, and cooperate. School should be more than a place where they learn subjects; it should be a place where they feel they belong. Music is not a miracle solution, but it is a powerful language that can open doors between people and within us. By using this language wisely, RESONATE hopes to help more young people complete school with confidence, supportive relationships, and a sense of hope for the future.