This article reports findings from a study that sought to identify barriers to music and music education in the UK. Emerging from empirical research involving n = 723 participants and clarified by an evidence base of over 10,000 research participants, the key findings presented in this paper relate to pupil and participant voice and involvement, location as a sub-theme of diversity and inclusion, collaboration and transition points. The research is contextualised by twenty years of policy initiatives seeking to address barriers to music learning. The article provides an overview of the research study before presenting the rich data that emerged within each theme reported. Research participant voice is used as much as possible to enable the reader to consider, reflect and interpret the data in a way that is meaningful for their own context. The paper concludes by asking why after 20 years of policy initiatives, research and evaluation the same barriers still exist and, as we emerge from the pandemic, suggests that this research provides a compelling case that now is the time for change.

本文报告了一项旨在确定英国音乐和音乐教育障碍的研究结果。从涉及n = 723 名参与者的实证研究中得出，并通过超过 10,000 名研究参与者的证据基础进行了澄清，本文提出的主要发现涉及学生和参与者的声音和参与、位置作为多样性和包容性的子主题、协作和过渡点. 该研究结合了 20 年来寻求解决音乐学习障碍的政策举措的背景。在介绍报告的每个主题中出现的丰富数据之前，本文先概述了这项研究。尽可能多地使用研究参与者的声音，使读者能够以对他们自己的背景有意义的方式考虑、反映和解释数据。该论文最后询问为什么在 20 年的政策举措、研究和评估之后仍然存在相同的障碍，并且随着我们摆脱大流行，这项研究提供了一个令人信服的案例，现在是改变的时候了。