Collaboration the root for Music Education for Neurodivergent and Neurotypical Students

Recently in a Facebook education group, we had a wonderful conversation about teaching neurodivergent students. Some people expressed that often as music educators, we aren’t always told that a student might be neurodivergent, which can make teaching the student tricky. We discussed how to approach it and I wanted to share my thoughts on it.

I believe there are many reasons why music educators aren’t informed - often it is because a student has yet to be diagnosed and/or the sigma of autism can make some parents hesitant to share their child’s diagnosis with the teacher. Many parents understand that music is amazing for neurodivergent children but are unaware of music therapy or don’t understand the difference between it and conventional music education. Over the years I have had some parents down play their child’s needs in hope that music will be the golden elixir in their child’s education either through shame or hopefulness or misinformation. But if a teacher is aware of a child’s needs, the teacher, if trained, will be able cater the educational approach for this specific child. Every child is different, neurotypical and neurodivergent, but if the teacher is aware of where the child is coming from right from the start, they will be able to prepare before hand. It’s like going on a musical journey, you want to have some specific supplies and tools with you before you start.

Francis Clark talks about how the ideal environment for a music student is the idea of a triangle - student on top and the parent and teacher on the bottom. Often parents believe their job ends when they drop their child off for lessons. It is why it is so important to cultivate a relationship with the parents. When I first started teaching, I often felt awkward chatting with parents but the longer I teach - the more I realize how fundamentally important it is. Parents are an intrinsically part of music education. Students who’s parents are actively involved and invested in their child’s music education stay in music education right up to college. I find it is those students who become 2nd generation students as well - yes I’m now teaching my old students’ children.

But back to the subject at hand. It is so important to cultivate a relationship with parents so it is easier to have a transparent and honest conversations about their child(ren) development. If I’m suspicious that I’m teaching a Neurodivergent child, I normally wait a bit before I check in with parents (without child present) as often parents don’t always feel comfortable in telling me right away.

One way I jump start the conversation is I wait till after the first parent/teacher meeting in the fall and then I do a little informal check in with the parent (without the child present) I ask things like, How are things at school? What kind of learning supports does “Joey” have at school? Is “Joey” building good friendships at school? How are we finding school and music education balance for finding time to practice etc? I find they often tell me what is happening without telling directly me. The stronger the relationship, the more information parents will share and often will want your input as well.

Unfortunately there is more than often a separation between school and music education. I wish as music educators, we had relationships with our students’ schools so we could be working together to create stronger curriculums for our students. I’ve been lucky to have this experience a few times and it is a wonderful thing to watch students blossom in a collaborative environment.

I also have quite a few homeschool students and as mom and/or dad are the teachers - we are able to have this relationship so we are able to see the bigger picture in their child(ren)’s development. I find homeschool parents really understand the collaborative learning environment and appreciate it.

If there is a breakdown in communication with parents, I believe the biggest thing is to listen more than talk, if you are struggling in lessons - the parents are probably exhausted too and you might be the only break for them outside of school. I often see this especially with single parents regardless if their child is neurodivergent or not.

If you believe you have an undiagnosed Neurodivergent student, a great question to ask is how is “Joey” studies outside music? Are they struggling with certain subjects?

This is where building trust with the parent and child is so important. Over the years, children have felt comfortable to express their fears and feelings about school to life in general. Watch for things like, are they build friendships? Are all their teachers “mean”? Look at social environments too? What kind of family structure does the child have? All of these things will affect the child’s learning regardless of learning abilities and types. All of these things will help you get a better picture of what’s happening in a child’s development and see if they are possibly neurodivergent.

We as music educators see many things that often not even their classroom teachers will see so we can be such a guiding force in the bigger picture of a child’s development. I don’t know how many times I helped parents check for allergies causing behaviour issues to literal sight issues to encouraging more rounded extra curricular activists to helping parents with resources to secure better supports at school etc. All of this helped the child learn music better.

Remember, the better a child learns music means the longer they will stay in lessons. I find the stronger the relationship between student, and parent is - I know I will have that student till university. And as I said before, I am now teaching my students’ children - such a wonderful experience.

I would also encourage music educators to go to workshops about music therapy.

I’ve taken a few courses about music therapy and attended workshops over the years and although I am not a music therapist, it has helped inform me to be a better music educator.

It has helped me create an inclusive vocabulary which in turned enabling me to have open, honest, and transparent conversations with parents and students.

As many of you know - the other half of Pardalis Studio - Akylina Asimakis graduated from Capilano University with a degree in music therapy. I learnt so much from conversations with her but one take away I’ve learnt from her is that often music educators believe they are music therapists and we are not. I can’t repeat that enough.

We teach music which is very different than music therapy and we can not confuse these terms.

Before Akylina studied music therapy, I often felt that I was doing something wrong with Neurodivergent students. I could not understand why my rubric in teaching didn’t match up with these students. I didn’t know how to create a rubric that matched. I like many music educators, believed music lessons were kinda like music therapy and so shouldn’t it work? Music is therapeutic so therefore I thought I was doing music therapy.

Now I do believe Neurodivergent students can have music lessons but it can not be mistaken for music therapy and the curriculum will be formed differently by the needs of the student. Sometimes in want of a rubric in music education, assessments become the driving force. One thing Covid life taught me is my rubric in music education has to be like an elastic band - stretching and changing depending on not only the needs to the child but a family’s cultural, religious, social, emotional and even civic factors play a role in my rubric.

So again the more I understand from the parent and child - the better I can provide a comprehensive and thorough curriculum for each child.

I’ve also learnt to be honest and remember the bigger picture of children’s education so I am not always the right person to help a child.

I recently saw on a peers’s Facebook that she came across another educator saying that another educator wasn’t “any good.” We all teach the same things - we just go about it differently.

I’ve also learnt there is no shame in saying that I’m not the right teacher for a student or although their child might later on benefit from music education or they should combine music education with music therapy.

Since I focus on building professional transparent relationships, I am able to have these conversations with parents without any awkwardness.

I believe that being comfortable with awkward conversations is not only an important skill for educators but for everyone. The more we are open and transparent about these things - we can take the stigma away and in turn help the child become the best version of themselves.

So to conclude, moving forward, let’s build relationships within our community, with other educators, with music therapists, and with local schools, it takes a village.

Remember I am always open to a cup of coffee to see if/how we can collaborate.