University of Oulu

Juntunen M-L and Sutela K (2023) The effectiveness of music–movement integration for vulnerable groups: a systematic literature review. Front. Psychol. 14:1127654. doi: 10.3389/fpsyg.2023.1127654

The effectiveness of music–movement integration for vulnerable groups : a systematic literature review

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Author: Juntunen, Marja-Leena1; Sutela, Katja2
Organizations: 1Department of Music Education, Sibelius Academy, University of the Arts Helsinki, Helsinki, Finland
2Faculty of Education, University of Oulu, Oulu, Finland
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 0.9 MB)
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Language: English
Published: Frontiers Media, 2023
Publish Date: 2023-10-17


This systematic review synthesized the outcomes of previous intervention studies published from January 2000–October 2022 to evaluate the effectiveness of Dalcroze-based or similar music–movement integration among groups of individuals considered vulnerable (in relation to their abilities and health/wellbeing). The target groups addressed in previous intervention studies included individuals with special educational needs (such as disorders, disabilities, or impairments) or with a (risk of) decline in health and/or physical strength. Twenty articles met the review inclusion criteria. All studies showed beneficial outcomes for music–movement intervention except one that suffered from low adherence rates. In older adults, the benefits were cognitive, physical, social, and/or emotional, including improved postural stability, balance, gait safety, confidence in mobility, metamemory skills, dual-task performance, social and physical pleasure, autotelic/flow experience, enjoyment, health, and quality of life. In individuals with special educational needs, improvement was seen in relation to inclusion, reductions in compulsive and other problematic behaviors, self-regulation, perceptual and cognitive abilities and functions, linguistic and learning skills, auditory attention and phonological awareness, social interaction, engagement, and agency.

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Series: Frontiers in psychology
ISSN: 1664-1078
ISSN-E: 1664-1078
ISSN-L: 1664-1078
Volume: 14
Article number: 1127654
DOI: 10.3389/fpsyg.2023.1127654
Type of Publication: A2 Review article in a scientific journal
Field of Science: 516 Educational sciences
Copyright information: © 2023 Juntunen and Sutela. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.