Whether you’re driving to work, going for a run or doing some housework, many of us rely on listening to music to get through our daily activities.
Even during learning and study, some students insist that music will help them get stuck in their work. But does music help or hinder learning?
Research suggests that the impact of music on learning and studying is highly dependent on context.
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The debate isn’t so black and white as whether music is good or bad for learning capacity. In a 2021 study exploring how people use music to optimise their cognitive performance, Sadakata and Goltz discuss how the many variables including the type of work, personal preference and the style of music can influence whether music is helpful or harmful.
This leads to a more meaningful question: if music is played in the classroom or while studying, how can it be used effectively?
How to use music during independent study
If students are completing homework and studying independently, they may or may not elect to listen to music. For some people, music of any kind is too distracting and unhelpful, but research does not consistently explain why this is the case.
For those students that do listen to music, they should aim to listen to consistent, simple music; songs with a steady tempo that are minimalistic or ambient in nature that support concentration levels. For example, movie or game soundtracks, classical music or artists that have a slower discography like Adele, Bon Iver, or Lewis Capaldi.
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With that being said, research suggests that people listen to music differently depending on the specific task such as reading, revising, writing, or creating. They actively modify their music choices, using playlists as a tool to best suit the task and what they want to achieve.
For example, research by Sadakata and Goltz (2021) shows that people are more likely to switch off their music or choose simpler, instrumental tracks when completing mentally taxing tasks such as memorisation. Conversely, a more recent study by Cheah, Randall and Coutinho (2025) found that students are less likely to remove music as the task difficulty increases, and instead shift towards slower, repetitive or familiar songs. This helps to maintain a level of audio stimulation while reducing the likelihood of distraction. While findings differ, the core principle of adjusting music to suit the task is the same.
The presence of music is not just about cognitive performance, but also preservation of wellbeing. Studying for exams and even homework can be overwhelming for students, during which the steady presence of music can help to minimise stress, boost mood and maintain levels of motivation. This aligns with Cheah, Randall and Coutinho’s study (2025) where students opened up about music helping to regulate their mood and motivation while studying. With this in mind, even for those who find music too distracting while studying, it may be a useful resource during breaks for affect regulation.
Whilst experts note that people naturally adapt their music based on the task and their personal preferences, some students simply turn on their favourite playlist without thinking. This is why it is imperative to educate students on how the type of music they choose may impact their energy levels, motivation and capacity to focus or retain information.
How to use music in the classroom
Music played during lessons can create a calming environment that reduces stress for students when it’s time for independent work. However, it’s important to consider that this may not be the case for all students.
For some, even those who enjoy studying to music, listening to non-personalised music through speakers can feel more overstimulating and distracting than the controlled sensory bubble created by headphones. This can reduce the quality of their work or hinder their ability to complete tasks. Research attributes this to the increased mental load that additional auditory input can deliver. This once again reinforces that music is not universally beneficial, it must be adapted to suit the task and individual. Therefore, if music is used, it should be agreed upon by the whole class.
Ideally, instrumental tracks should make up your classroom playlist as they reduce the distraction of lyrics which can interfere with high-concentration tasks like writing, reading and problem solving. Karaoke versions of songs are a great instrumental option for classroom learning as they offer a sense of familiarity that may not come from classical tunes. Keeping the music slow, relaxed and gentle is equally important to set a calm tone for the learning environment.
For tasks that require energy or creativity, it can be beneficial to increase the tempo. Slightly more upbeat music, like instrumental jazz or karaoke versions of pop songs, can stimulate energy, motivation and get the creative juices flowing.
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To summarise, at home, students can tailor their music to what suits them. If it’s used effectively, music can support concentration and cognitive function whilst boosting students’ wellbeing. On the other hand, within a classroom, shared music needs to be simple and as non-distracting as possible to reap any rewards.
Delving into research it becomes clear that whether it’s in the classroom or at home, music can be a wonderful study tool, but only if it suits the person and the task.
