ABSTRACT
This chapter uses the Crescendo programme in West Belfast, Northern Ireland, to evidence the potential of music education programmes for creating positive social impact in disadvantaged communities through improving music and social and emotional outcomes of children and their families. It also highlights how important it is to consider the sociocultural contexts in which music education programmes are created. Furthermore, it suggests that rigorous programme design and evaluation methods (both quantitative and qualitative) as well as an understanding of implementation fidelity might be required to ensure music programmes are effective in their social impact.
