This dissertation examines the psychosocial relationships between external music education and the pupils that participate in external sessions in primary schools. It will address the questions of: How does external music education influence wellbeing in Primary School children? How does external music education impact children with SEND in primary schools? How does external music education impact development of social skills in primary school children? How does external music education impact academic achievement in primary school children? How is external music education different to internal music education in Primary Schools? Is external music education important in primary schools and why? This research provides data from a range of educational perspectives, considering elements of wellbeing, academic achievement, SEND, and a comparison of internal and external music education, providing a conclusion of whether external music education is important. In order to obtain results, the study interacts with 5 interviewees from a range of educational backgrounds, to gain a well-rounded understanding of the impacts of external music education, as well as the current state of internal music education.
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