United States

U.S. Music Education Professional Associations’ DEI Leaders’ Recommendations for Inclusive Praxis

Interviews with DEI leaders in U.S. music education associations offering actionable recommendations to resist backlash, center marginalized communities, and transform pedagogy. (2025, Karen Salvador & Amy Sierzega, Journal article on Journal of Music Teacher Education)

Divisive Concepts Laws and Music Education – NAfME Report

A guide and survey-based report on how “divisive concepts” legislation affects music educators, sharing FAQs, impacts, and culturally responsive strategies. (Karen Salvador, 2023)

NAfME – Diversity, Equity, Inclusion, Access, and Belonging (DEIAB)

A resource page clarifying equality vs. equity and highlighting organizational efforts and guidance for music educators to implement equitable practices. (NAfME Equity Committee, 2025).

Inclusive Music Teacher Education: Valuing Breadth and Diversity

A study advocating immersive and authentic experiences in teacher education to promote inclusion and broaden diversity among future music educators. (2023m Rhonda J. Fuelberthm University of Nebraska–Lincoln repository).

Inclusion in the Music Business

A data-driven report showing persistent underrepresentation of women and people of color in music industry leadership and offering recommendations for change. (2025, Stacy L. Smith, Katherine Pieper, Zoe Moore & Sam Wheeler, Annenberg Inclusion Initiative)

Singapore

En Route to Inclusive Arts Education
A training programme (three online courses) equipping artists to work with students with special education needs across mainstream and SPED schools.
Authors/Organisers: National Arts Council.

NAC – Artist-in-School Scheme (AISS)

A programme supporting sustained partnerships between professional artists and schools to co-design customised arts learning experiences that deepen students’ engagement with the arts and enhance broader educational outcomes. (Artist-in-School Scheme | National Arts Council) 

Music Syllabus (Primary & Lower Secondary)
National curriculum framing culturally diverse listening and music-making as core aims of music education (2023).
Authors: Ministry of Education, Singapore.

New Zealand (Aotearoa)

Safer Spaces in Music Education Aotearoa
National resources and training to prevent sexual harm and create safe, inclusive music education spaces (2023–ongoing).
Authors/Organisers: MENZA (Music Education New Zealand Aotearoa) with SoundCheck Aotearoa.

Sistema Aotearoa
An orchestral music-education programme providing free access for tamariki from low-income communities; evaluation reports show positive social and educational outcomes (2015–ongoing).
Authors/Organisers: Sistema Aotearoa Trust; evaluations by AUT University and others.

NCEA Music (Curriculum Guidance)
National senior secondary guidance embedding mātauranga Māori and Pacific knowledges within music learning (current).
Authors: Ministry of Education (NZ) / NCEA Education.

Japan

Guidebook to the Art Activities Leading to Social Inclusion
A practical handbook from Tokyo Bunka Kaikan showcasing inclusive music workshops in special-needs schools and care settings (2021).
Authors: Tokyo Bunka Kaikan (Tokyo Metropolitan Government).

Australia

Raising Their Voices
Independent national review into sexual harm, harassment and systemic discrimination in the music industry with sector-wide DEI recommendations (2022).
Authors: Music Industry Review; commissioned by industry partners.

Access to Music for Inclusion and Equity (AMIE) Network—Submission
A policy submission proposing systems-wide actions to ensure equitable, culturally responsive music education for every child (2023).
Authors: AMIE Network (Griffith University and collaborators); endorsements by ASME and ISME.

Europe

Diversity, Equity and Inclusion in Higher Music Education: An Invitation for Action

A comprehensive report encouraging European conservatoires and music institutions to embed DEI into their artistic and pedagogical core (2023) Authors: Katja Thomson et al. (Sibelius Academy, AEC—Association Européenne des Conservatoires)

Equity, Diversity and Inclusion Toolkit

Brings together case studies and practical resources for music education organisations to help promote and embed equity, diversity and inclusion (EDI) in their work. Compiled by Music Mark following the 2024 UK riots, it includes examples of projects, instructional material, and inspiration for sectors working with children, young people, governance, workforce development etc. (Music Mark, UK,m updated April 2025). 

Talk into Action

An ongoing movement in the UK music‑education sector, established in 2021, through which organisations pledge to commit to equity, diversity and inclusion (EDI) and receive support via resources, training, events, and expert guidance. It covers areas like programming, governance, workforce, and improving the experience of children and young people in music. (Music Mark, UK, 2021‑ongoing) 

Research Report: Singing and Music‑Making with Refugee Children and Unaccompanied Minors

A report combining literature review, thematic analysis of interviews, and case studies, exploring the lives of refugee and unaccompanied minor children, assessing how singing and music‑making affect them. Highlights challenges, the importance of safe musical spaces, the need for well‑trained facilitators, and offers recommendations for practice in this field. Commissioned by Sing Up Foundation; Dr Hala Jaber, Dr Fran Garry, Prof Helen Phelan. November 2024. 

Inclusive Music Practice: A map to accompany you on your journey
A guidance resource from Drake Music, developed under the Think22 programme (with Youth Music and several Music Education Hubs). It provides a “map” for organisations and educators on how to develop inclusive music practice, both structurally and pedagogically. It includes principles of inclusion, organisational action strategies, competencies for inclusive music‑making, and case studies, plus accessible formats. (Drake Music; Think22; published June 2024) 

What does it mean to decolonise the school music curriculum?
An article by Chris Philpott examining how decolonisation in school music education may go beyond simply adding diverse repertoire. It argues for holistic change — challenging underlying values, power structures, and assumptions in curriculum design — to address issues of social justice in music education. (UCL Press; published May 2024) 

Diversification in Music Education: Why it matters & what to avoid to do it right
A webinar / session delivered by Sam Stimpson and Rhiannon Diamond for Music Mark exploring current inequities in music education (including curriculum and exam syllabi), how to diversify settings (classroom / practice room) in a way that is meaningful and non‑tokenistic, and challenging myths around decolonisation. Includes reflections and practical advice for educators. (Music Mark; January 2024) 

Policy Paper on Key Criteria for Innovative Music Teacher Education

Sets out criteria for forward‑looking, inclusive teacher training across Europe that serve learners of all ages and diverse social and cultural backgrounds. (European Association for Music in Schools (EAS); European Music School Union (EMU); Association Européenne des Conservatoires (AEC), 2024).

IMPALA’s Fourth Equity, Diversity, and Inclusion Report

Presents progress and challenges in advancing DEI across the independent music sector in Europe, as part of IMPALA’s ongoing EDI Charter initiative. (IMPALA - Independent Music Companies Association, 2024).

Promoting Diversity and Inclusion in Schools in Europe

Though not limited to music, this comprehensive EU-wide report surveys national policies and initiatives in school systems that foster inclusion and counter discrimination—providing a policy context that directly impacts music education embedded in general curricula. (European Education Information Network, 2023).

Cultural Rights Plan, Ministry of Culture of Spain, Executive Summary (EN), July 2025.

Video documentary, Špalíček project, Czech Republic. Sure! The video is a condensed documentary focused on inclusion, featuring English subtitles. Created by Lenka Dohnalová of the Czech Music Council in collaboration with a colleague from the Duncan Centre, the film follows a two-year journey with children from five schools in the Czech Republic—many of whom come from Roma backgrounds or single-parent households. Working alongside professional dancers and musicians, the children participate in a unique form of musical and artistic collaboration that highlights inclusive education and creative expression.