The Pros and Cons of Using Music Therapy in Higher Education

June 4, 2026 - 21:17

As artificial intelligence reshapes traditional coursework, universities are seeing a surprising counter-trend: a surge in arts-based activities like music therapy. Once considered a niche offering for music majors or counseling programs, these sessions are now appearing in general education curricula as a way to foster mental wellness and creative thinking. But as the practice expands, both students and teaching assistants are raising questions about its real-world effectiveness.

For students, the primary benefit is stress relief. With academic pressures mounting, a structured hour of guided music-making or listening can provide a rare mental reset. Many report feeling more connected to their peers and more engaged in their other classes afterward. Teaching assistants note that these sessions often help students who struggle with traditional exams or essays, offering an alternative path to participation.

However, the drawbacks are significant. From a TA's perspective, grading music therapy assignments can be subjective and inconsistent. Unlike a multiple-choice test, there is no clear rubric for emotional expression or creative output. Some students also feel uncomfortable with the vulnerability required. "I came here to study biology, not to sing in front of strangers," one sophomore told a university survey. Others argue that mandatory participation in music therapy can feel patronizing, as if the institution is prescribing a one-size-fits-all solution to complex mental health issues.

Logistical challenges add another layer. Scheduling rooms with proper acoustics, hiring certified music therapists, and managing group dynamics all require resources that many departments lack. As a result, some sessions are led by overworked TAs with minimal training, which can dilute the therapeutic value.

In the end, music therapy in higher education holds promise, but its success depends heavily on implementation. When done well, with voluntary participation and trained facilitators, it can be a powerful tool. When rushed or forced, it risks becoming just another checkbox on a syllabus.