Educational researchers increasingly focus on psychosocial factors, implying the need for an improvement of school settings regarding child wellbeing. However, so far, studies which focus music-related wellbeing of primary school aged children are rare. The paper explores the essential question which empirically based frameworks offer concrete foundations for corresponding educational practices in the music classroom. Hence, the research conducted a critical interpretive review of English-language publications. In a multi-stage process, it sampled publications between 2017 and 2020 targeting children of early primary school age and focussing on a connection between musical practices and well-being. For a full-text analysis, the research selected studies offering theoretical frameworks for synthetic theorisation. Findings show that until now, few studies have focussed on primary school-aged children. However, it also indicates that an integrative model such as the PERMA Well-being Cycle can function as point of reference for the design of educational settings. Departing from ongoing reflections of this research, the paper argues for a differentiated professional perspective on psychosocial processes in the music classroom and music-related wellbeing as an explicit teaching objective instead of following implicit ‘hidden’, yet powerful agendas. The outcome might serve as the clarification of strategies to foster child wellbeing in music education settings.

中文翻译：

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将与音乐相关的健康作为教学目标？批判性的解释综合

教育研究人员越来越关注心理社会因素，这意味着需要改善有关儿童福祉的学校环境。然而，到目前为止，关注小学生音乐相关健康的研究还很少。本文探讨了基于经验的框架为音乐课堂中相应的教育实践提供具体基础的基本问题。因此，该研究对英语出版物进行了批判性的解释性审查。在一个多阶段的过程中，它对 2017 年至 2020 年期间针对小学早期儿童的出版物进行了抽样，重点关注音乐实践与福祉之间的联系。为了进行全文分析，该研究选择了为综合理论化提供理论框架的研究。调查结果显示，到目前为止，很少有研究关注小学学龄儿童。然而，它也表明像 PERMA 幸福循环这样的综合模型可以作为教育环境设计的参考点。与这项研究的持续反思不同，本文主张对音乐课堂中的心理社会过程和与音乐相关的健康采取不同的专业视角，将其作为明确的教学目标，而不是遵循隐含的“隐藏”但强大的议程。研究结果可能会阐明在音乐教育环境中促进儿童福祉的策略。