The challenges facing music education, particularly band programs in schools, in my opinion, are deeply rooted in traditional practices and expectations. A significant concern is the exclusion of students who cannot read standard band music notation or who wish to play non-traditional instruments. Music educators inadvertently diminish their band programs by sticking to traditional practices that exclude students who do not conform to these norms. This expectation to read standard music notation not only discourages students who are passionate about music but may also lack formal training in reading music. Additionally, the insistence on playing standard band instruments can alienate students who either cannot afford these instruments or who have a strong preference for other instruments they already own. This can also apply to the standard traditional music that students may not have no connection with.

Ensuring that all students feel valued and safe in band programs, regardless of their musical background or instrument choice, is a must and as Anyichie et al., (2023) says, “educators can create inclusive and equitable classrooms wherein every student is respected, experiences a sense of belonging, feels safe and is empowered to learn” (p. 2). I'm tired of hearing about students who are told they cannot participate  in band because they do not meet certain technical requirements, such as reading music or playing specific instruments, they feel undervalued and excluded. This exclusion is detrimental to their sense of belonging and motivation to participate in the band program. 

Students leave band programs for various reasons, many of which are tied to the lack of inclusivity and flexibility in these programs. The lack of inclusivity, flexibility and the failure to accommodate diverse musical interests and backgrounds leads to a loss of potential talent within the program and discourages students from continuing in the program, leading to declining numbers and reduced program vitality. The insistence on standard band instruments also excludes many students who either cannot afford these instruments or who prefer to play other instruments. Such exclusionary practices are contrary to the principles of inclusive education, which emphasize the importance of providing opportunities for all students regardless of their background.

To address these challenges, it is essential to create band programs that are inclusive, flexible, and responsive to the diverse needs and interests of students. As Villegas and Lucas (2002) suggest, providing opportunities for all students, regardless of social background, ensures that every child can experience the many benefits of music education. Being accomodating, inclusive, and diverse in your band rooms, can be part of the solution that will make band programs more accessible, thereby enhancing the educational experience for all students and revitalizing music education in schools. While continuing with doing this website, I'm motivated to advocate for changes that will allow every student to experience the benefits of music education.