primary school assignment class 4

If you're seeing this message, it means we're having trouble loading external resources on our website.

If you're behind a web filter, please make sure that the domains *.kastatic.org and *.kasandbox.org are unblocked.

To log in and use all the features of Khan Academy, please enable JavaScript in your browser.

Unit 1: Place value

Unit 2: addition, subtraction, and estimation, unit 3: multiply by 1-digit numbers, unit 4: multiply by 2-digit numbers, unit 5: division, unit 6: factors, multiples and patterns, unit 7: equivalent fractions and comparing fractions, unit 8: add and subtract fractions, unit 9: multiply fractions, unit 10: understand decimals, unit 11: plane figures, unit 12: measuring angles, unit 13: area and perimeter, unit 14: units of measurement.

Class 4 Assignment Answer 2022 (New) All Subject

Class 4 Assignment Answer 2022 All Primary School students download the assignment class Four Primary new Short Syllabus 2022. This Year every Primary School Shutdown so the Education Ministry announced Assignment for Primary Class 4 Bangla, English, Math, Science, BGS, Islam Dharmo and Hindu Dharmo Subject. All Subject Assignment has been published by the Director of Primary Education According to this new Short Syllabus wise on ww.dpe.gov.bd .

Table of Contents

Class 4 Assignment

Class 4 Assignment 2022 solution with the right answer. Class 4 assignment answer 2022 is available on www.resultbd24.com. We have arranged for your Class 4 all subject assignment solution (All Week). The Directorate of Primary Education (DPE) has started all class assignment programs in 2022 like last year. Students completed their assignments by own and submitted then school. 

Class Four Assignment after submitting the previous week’s homework, they will get next week’s assignment topic and it will run until school opens. Every week we will upload new assignment questions as well as with solution.

So, Students of class 4 have to prepared assignment activities for all Primary school students will start up to June 2022. Every week new assignments are announced for primary school class Four Students. Students now download her School Assignment solution here.

Class 4 Assignment Answer All subject

The Primary School Class Four Assignment answers have been discussed in detail here dpe.gov.bd. Students can find Subject wise বাংলা, ইংরেজি, গণিত, বিজ্ঞান, বিজিএস, ইসলাম ধর্ম বিষয় Assignment every Week. 1st, 2nd, 3rd and 4th Week Class 4 Assignment answer.

Primary School assignment 2022 session for corona virus. many long school class off so assignment wise all students qualified next class.

Subject Wise Class Four Assignment Answer all Primary School Covid -19 Because the students of class Four are suffering, so Assignment for Class 4 Students. They can Download all subjects full of questions with Solution 2022.

Class 4 New Syllabus and Assignment download all Subject so Students or guardian they download her new 2022 Class 4 Assignment with Solution. All Subject Assignment Answer Download very essay way our resultbd24.com website provide new Assignment with Solution.

Class 5 Assignment

Primary School Class 4 New Short Syllabus wise new Assignment Published so students download PSC Assignment Answer. So Subject wise solution Download on here. Every students of primary school or guardian they download her new week assignment with right answer.

প্রাথমিক বিদ্যালয় ৪র্থ শ্রেণী অ্যাসাইনমেন্ট উত্তর

প্রাথমিক শিক্ষার্থীদের সংক্ষিপ্ত সিলেবাস প্রাথমিক বিদ্যালয় খোলা হলে ৩০ দিনের সংক্ষিপ্ত সিলেবাস তৈরি করে সেই আলোকে ছাত্র-ছাত্রীদের পরবর্তী ক্লাসে প্রমোশন দেওয়ার বিষয়ে কাজ শুরু করেছে প্রাথমিক ও গণশিক্ষা মন্ত্রণালয়। ‌ প্রাথমিকে পাঠ্যবইয়ের মৌলিক সক্ষমতা তৈরীর জন্য ৩০ দিনের পাঠ্যসূচি তৈরীর লক্ষ্যে কাজ করছে প্রাথমিক ও গণশিক্ষা মন্ত্রণালয় বিশ্বস্ত সূত্রে জানা যায়।

সারাদেশে এবতেদায়ি, প্রাথমিক ও কিন্ডারগার্টেনে প্রায় দুই কোটি চল্লিশ লক্ষ শিক্ষার্থী পড়াশোনা করছে। ‌এই সকল শিক্ষার্থীদের পরবর্তী বছরে নতুন শ্রেণীতে অটো প্রমোশন দেওয়ার জন্য কাজ শুরু করেছে মন্ত্রণালয়।

প্রাইমারি স্কুল খোলার সম্ভাবনা নেয় তাই প্রাথমিকে ৪র্থ শ্রেণী অ্যাসাইনমেন্ট

Class 4 Assignment 2022

Every student in Primary Class Four is auto promoted next year so new Assignment published for Students. Class Four to class six auto pass every student. So an exam not held to lock down every student download her Assignment primary school class Four students.

Class Four Home Work HW  Solve every Question Bangla, English, Science, Mathematics and others subject answer sheet PDF download.

Class 4 Math Subject Assignment Solution

Class Four Mathematics Subject new Assignment Solution Download 2022 new Short assignment will be Published. Bangladesh Lockdown so Primary online class and new Assignment Will be Published for All Students.

Class 4 Gonit Assignment solution all question so all question visit here download assignment. Students solved her class four assignment solution. Primary school new week assignment solved Math subject and others important subject.

So, now students download her Primary School KG School Kinder Garden and Private English version under Primary Education board they download Assignment PDF and Image file.

Primary School Class 4 Bangla Assignment

DPE announced Primary School new Assignment for Class 4 Students. Bangladesh Pre Primary an Primary School class pregame off so online way class . Only Class held online way few students only attend this class. So Mass and Primary Education published Class 4 Bangla Assignment. Students now available any assignment answer download PDF and text file.

Class Four Primary school English Assignment

Bangladesh total two crore more than students are study under Primary Education board. Many long time they are out to class for lock down covid-19. So DPE authority announced Primary Assignments Class 4 students.

Mathematics Subject Class 4 Assignment

Every Students of Primary school mathematics are important subject to all. Many students or guardian worry this subject most of are students week of math subject. Bangladesh Primary School Assignment of Class Four Math question solution available.

Class 4 Assignment Primary School Science Subject

Class 4 Science subject assignments download her School Assignment 2022. Every week Primary Assignment are Download form here. We are updated latest news of primary result and class assignment in every weeks 1st and 2nd week.

Primary School Class four Assignment

Primary School Class 4 students new exam Syllabus for all Students. Every Students they download Class 4 Assignments answer Check. PSC Result 2022 all Education board and dpe result check form here. Students download new short syllabus and new assignment 2022.

All Primary School Class Four Students collect her next week online class routine and Assignment. Primary School class off long time so government decided that new assignment given for all primary level students.

• NCERT (CBSE and ICSE)

Class 4 Maths

• Competitive Exams
• Quick Topics

Class 4 (All topics)

Assign unlimited online tests as assignments.

Printable worksheets with 10 questions in PDF format

Unlimited adaptive online practice on this topic. Practice that feels like play! Get shields, trophies, certificates and scores. Master this topic as you play.

Take/Assign unlimited online tests on this topic.

CBSE NCERT Solutions

NCERT and CBSE Solutions for free

Class 4 General Knowledge Assignments

We have provided below free printable Class 4 General Knowledge Assignments for Download in PDF. The Assignments have been designed based on the latest NCERT Book for Class 4 General Knowledge. These Assignments for Grade 4 General Knowledge cover all important topics which can come in your standard 4 tests and examinations. Free printable Assignments for CBSE Class 4 General Knowledge , school and class assignments, and practice test papers have been designed by our highly experienced class 4 faculty. You can free download CBSE NCERT printable Assignments for General Knowledge Class 4 with solutions and answers. All Assignments and test sheets have been prepared by expert teachers as per the latest Syllabus in General Knowledge Class 4. Students can click on the links below and download all Pdf Assignments for General Knowledge class 4 for free. All latest Kendriya Vidyalaya Class 4 General Knowledge Assignments with Answers and test papers are given below.

General Knowledge Class 4 Assignments Pdf Download

We have provided below the biggest collection of free CBSE NCERT KVS Assignments for Class 4 General Knowledge . Students and teachers can download and save all free General Knowledge assignments in Pdf for grade 4th. Our expert faculty have covered Class 4 important questions and answers for General Knowledge as per the latest syllabus for the current academic year. All test papers and question banks for Class 4 General Knowledge and CBSE Assignments for General Knowledge Class 4 will be really helpful for standard 4th students to prepare for the class tests and school examinations. Class 4th students can easily free download in Pdf all printable practice worksheets given below.

Topicwise Assignments for Class 4 General Knowledge Download in Pdf

Advantages of Class 4 General Knowledge Assignments

• As we have the best and largest collection of General Knowledge assignments for Grade 4, you will be able to easily get full list of solved important questions which can come in your examinations.
• Students will be able to go through all important and critical topics given in your CBSE General Knowledge textbooks for Class 4 .
• All General Knowledge assignments for Class 4 have been designed with answers. Students should solve them yourself and then compare with the solutions provided by us.
• Class 4 Students studying in per CBSE, NCERT and KVS schools will be able to free download all General Knowledge chapter wise worksheets and assignments for free in Pdf
• Class 4 General Knowledge question bank will help to improve subject understanding which will help to get better rank in exams

Frequently Asked Questions by Class 4 General Knowledge students

At https://www.cbsencertsolutions.com, we have provided the biggest database of free assignments for General Knowledge Class 4 which you can download in Pdf

We provide here Standard 4 General Knowledge chapter-wise assignments which can be easily downloaded in Pdf format for free.

You can click on the links above and get assignments for General Knowledge in Grade 4, all topic-wise question banks with solutions have been provided here. You can click on the links to download in Pdf.

We have provided here topic-wise General Knowledge Grade 4 question banks, revision notes and questions for all difficult topics, and other study material.

We have provided the best collection of question bank and practice tests for Class 4 for all subjects. You can download them all and use them offline without the internet.

Related Posts

Class 4 Tamil Assignments

Class 4 French Assignments

Class 4 Social Science Assignments

Welcome, Login to your account.

Recover your password.

A password will be e-mailed to you.

2020 Grade 4 Evaluation Exams and Marking Schemes Set 1

Use the following links to download for free all the 2020 End Term 1 Grade 4 Evaluation Exams and Marking Schemes Set 1.

Download 2020 Grade 4  End Term 1 Evaluation Test Exams and Marking Schemes Set 1

2020 set 1 mathematics-teacher.co.ke, 2020 set 1 integrated-teacher.co.ke, 2020 set 1 english-teacher.co.ke, 2020 end term 1 social studies-teacher.co.ke, 2020 end term 1 social studies answers-teacher.co.ke, 2020 end term 1 science-teacher.co.ke, 2020 end term 1 science answers-teacher.co.ke, 2020 end term 1 phyusical education-teacher.co.ke, 2020 end term 1 physical education answers-teacher.co.ke, 2020 end term 1 math-teacher.co.ke, 2020 end term 1 math answers-teacher.co.ke, 2020 end term 1 kiswahili-teacher.co.ke, 2020 end term 1 kiswahili answers-teacher.co.ke, 2020 end term 1 home science-teacher.co.ke, 2020 end term 1 home science answers-teacher.co.ke, 2020 end term 1 english-teacher.co.ke, 2020 end term 1 english answers-teacher.co.ke, 2020 end term 1 cre-teacher.co.ke, 2020 end term 1 cre answers-teacher.co.ke, 2020 end term 1 art _ craft-teacher.co.ke, 2020 end term 1 art _ craft answers-teacher.co.ke, 2020 end term 1 agriculture-teacher.co.ke, 2020 end term 1 agriculture answers-teacher.co.ke, download more grade 4 exams using the links below:, 2020 grade 4 evaluation assessment tests set 2, 2020 grade 1 evaluation test exams and marking schemes .

2023 KCSE Past Papers with Marking Schemes

2022 KCSE REPORTS – ALL SUBJECTS

2022 KCSE Past Papers with Marking Schemes

Download Form 1-4 Term 2 Opener Exams 2022

2020 Grade 1 Evaluation Assessment Tests Set 1

2020 grade 1 evaluation assessment tests set 2, 2020 grade 2 evaluation test exams and marking schemes , 2020 grade 2 evaluation assessment tests set 1, 2020 grade 1, 2, and 3 (combined) evaluation assessment tests set 1, 2020 grade 3 evaluation test exams and marking schemes .

Form 2 Term 1 Opener Exams 2022

Form 3 Term 1 Opener Exams 2022

Form 4 Term 1 Opener Exams 2022

2021 KCSE Past Papers with Marking Schemes

2020 Grade 3 Evaluation Assessment Tests Set 1

2020 grade 3 evaluation assessment tests set 2, here are links to more educational materials, 2020 primary school class 5, 6, and 7 exams, 2020 class 5-6-7 evaluation tests, 2020 class 7 set 2 exams, 2020 class 7 set 3 trial exams.

FORM FOUR 2024 APRIL ASSIGNMENT FOR EXTENDED HOLIDAY

FORM THREE 2024 APRIL ASSIGNMENT FOR EXTENDED HOLIDAY

FORM TWO 2024 APRIL ASSIGNMENT FOR EXTENDED HOLIDAY

FORM ONE 2024 APRIL ASSIGNMENT FOR EXTENDED HOLIDAY

2020 Primary School Class 8 Exams

2020 class 8 evaluation test 1, 2020 class 8 opener term 1 exams, 2020 class 8 set 3 exams, 2020 class 8 set 5 exams, 2020 class 8 set 6 trial exams, 2020 term 1 holiday assignments class 4 – 8, high school resources, upper primary school resources, pre-primary (pp1-pp2) school materials, grade 1- 4 materials, university resources, college resources, to read our free articles.

Kindly visit the following links:

All Articles

Tsc news and updates, knec news and updates, kuccps updates, teaching tips, education news.

Do you have a story you would like us to publish on Teacher.co.ke? Or an Enquiry/Query/Update on our site? Please reach us through WhatsApp: +254112724366, Facebook: FB/Teacher.co.ke, Twitter: @Teacher254 or Telegram: +254112724366/@ArapToo.

Vision Technical Training Institute Courses, Contacts, Fees and Registration Details

2020 Grade 4 Evaluation Exams and Marking Schemes Set 2

2022 KCPE Predictions trial Exams with Answers

2021 Term 1 Standard 4, 5, 6, 7,  and 8 Exams Questions and Answers

Standard 8 2021 Term 1 Exam Set 1 Questions and Answers

Standard 7 2021 Term 1 Exam Set 1 Questions And Answers

Standard 6 2021 Term 1 Exams Set 1 Questions And Answers

2021 Grade 1, 2, 3, and 4 Assessment Exams and Marking Schemes

2021 Term 3 Primary School Exams and Answers for Class 5, 6, 7

2021 Term 2 Primary School Exams and Marking Schemes for Class 5, 6, 7,  and 8

2021 Term 2 Standard 7 Exams and Marking Schemes

2021 Term 2 Standard 6 Exams and Marking Schemes

2021 Term 2 Standard 5 Exams and Marking Schemes

Download 2021 KCPE Predictions Exams with Answers, Over 50 Sets

Comments are closed.

You cannot print the contents of this website.

• LESSON NOTES
• LESSON PLANS
• 2021 SCHEMES
• POWERPOINT NOTES
• FORM 1 EXAMS
• FORM 2 EXAMS
• FORM 3 EXAMS
• FORM 4 EXAMS
• COMPREHENSIVE 1-4
• TOPICAL QUESTIONS
• K.C.S.E SYLLABUS
• REVISION MOCKS
• K.C.S.E REVISION
• 2018 K.C.S.E PAPERS
• 2017 K.C.S.E PAPERS
• 2016 K.C.S.E PAPERS
• 2015 K.C.S.E PAPERS
• 2014 K.C.S.E PAPERS
• 2013 K.C.S.E PAPERS
• 2012 K.C.S.E PAPERS
• 2011 K.C.S.E PAPERS
• 2010 K.C.S.E PAPERS
• 2008 K.C.S.E PAPERS
• 1996-2009 K.C.S.E PAPERS
• TOPICAL PAST PAPERS
• SECONDARY F1-4
• REVISION NOTES STD 4-8
• SCIENCE NOTES STD 4-8
• SOCIAL STUDIES NOTES STD 4-8
• COMPREHENSIVE NOTES STD 4-8
• SCIENCE POWERPOINT
• SOCIAL STUDIES POWERPOINT
• K.C.P.E TOPICAL REVISION
• BEST & WORST INSHAS
• 2018 K.C.P.E PAST PAPERS
• 2000-2017 K.C.P.E PAPERS
• SCHEMES STD 4-8
• GRADE 1 EXAMS
• GRADE 2 EXAMS
• GRADE 3 EXAMS
• GRADE 1 NOTES & CLASS READERS
• GRADE 2 NOTES & CLASS READERS
• GRADE 3 NOTES & CLASS READERS
• GRADE 1 SCHEMES OF WORK
• GRADE 2 SCHEMES OF WORK
• GRADE 3 SCHEMES OF WORK
• GRADE 1 CURRICULUM
• GRADE 2 CURRICULUM
• GRADE 3 CURRICULUM
• GRADE 1-3 SYLLABUS

Class 4  |  Science Notes and Revision Questions

Science class 4 revision questions.

• School News
• About the Principal
• About Rose Heights

Life Skills Grade 4

Gr 4 psw term 3 w1, gr 4 psw term 3 w3, gr 4 psw october 2020 assignment, gr 4 psw term 3 w 4, gr 4 psw - term 3 assessment.

Rose Heights Primary

Rose Heights Primary YouTube

Rose heights primary school.

Hosting in SA

Education Department

Nelson Mandela’s Speech on Education

Covid-19 for schools.

26 Belladona Avenue, Arena Park, Chatsworth

Monday - Friday: 08.00AM to 14.00PM Saturday: Closed Sunday: Closed

Email: +27 (0) 31 404 9061

ABOUT ROSE HEIGHTS PRIMARY

Rose heights primary school opened its doors on the 24th of July 1968 to serve the educational needs of the then growing community of Arena Park, entrenching its reputation as an institution of academic excellence and earning its place as one of the foremost feeder schools in the bustling multi-cultural community of Chatsworth.

QUICK LINKS

Important departments.

• Department of Education
• Learners during COVID-19
• Importance of Principals
• Contact the DBE
• Student Workbooks
• COVID-19 Update for schools
• Read 2 Lead Program
• Curriculum Statements
• Department Policies

OUR PRINCIPAL

Dr.R.S. Budhal (Principal)

© Copyright 2020 All Rights Reserved. Website designed by Hosting In SA

• Grades 6-12
• School Leaders

Enter Today's Teacher Appreciation Giveaway!

65+ Real-World Project-Based Learning Ideas for All Ages and Interests

Find and implement solutions to real-world problems.

Project-based learning is a hot topic in many schools these days, as educators work to make learning more meaningful for students. As students conduct hands-on projects addressing real-world issues, they dig deeper and make personal connections to the knowledge and skills they’re gaining. But not just any project fits into this concept. Learn more about strong project-based learning ideas, and find examples for any age or passion.

What is project-based learning?

Project-based learning (PBL) uses real-world projects and student-directed activities to build knowledge and skills. Kids choose a real-world topic that’s meaningful to them (some people call these “passion projects”), so they’re engaged in the process from the beginning. These projects are long-term, taking weeks, months, or even a full semester or school year. Students may complete them independently or working in small groups. Learn much more about project-based learning here.

What makes a good PBL project?

In many ways, PBL is more like the work adults do in their daily jobs, especially because student efforts have potential real-world effects. A strong PBL project:

• Addresses a real-world issue or problem
• Requires sustained and independent inquiry, in and out of the classroom
• Allows students voice and choice throughout the project
• Combines elements of many disciplines
• Includes collaboration with public partners, such as universities, community organizations, or businesses
• Produces a public product that is seen by those outside the school community
• Covers a complete process, including activities like research, design, production, marketing or public awareness, and enlisting supporters or investors

Outdoor Project-Based Learning Ideas

• Create a new local park, or improve an existing one by adding new features or providing needed maintenance.
• Plant a community garden to provide food for a soup kitchen, food pantry, or other organization.
• Design and create a butterfly, pollinator, or other wildlife garden to support the local ecosystem.
• Build a new walking or biking trail that’s safe for people of all ages to use.
• Devise and implement a way to reduce litter in your community.
• Set up and manage a school or community compost pile, and distribute the resulting soil to those who need it most.
• Find and help the public use a new way to grow food that requires less soil, water, or fertilizers, which are in short supply in some parts of the world.
• Design, build, and install a completely unique piece of playground equipment that serves a specific purpose or need.

School Community Project-Based Learning Ideas

• Start a comprehensive recycling program at school, or substantially improve participation in an existing one.
• Add collaborative artwork like murals or other displays to school hallways, bathrooms, or grounds.
• Determine a location or program at your school that needs improvement, then make a plan, raise the funds, and implement your ideas.
• Come up with ways to celebrate your school’s diversity and improve relationships between all students.
• Start and run a school store , including inventory, financial plans, and marketing.
• Write a school handbook for new students, with tips and tricks for helping them feel at home.
• Figure out how to offer healthier, better-tasting meals and snacks in the school cafeteria.
• Implement a mentoring program for older students to help younger students, with planned activities and appropriate training for older students.
• Design and propose a new style of grading system that ensures equity.
• Find ways to improve the indoor recess experience at your school.
• Set up and run a new school newspaper, magazine, podcast, video channel, etc.

Greater Community Project-Based Learning Ideas

• Coordinate a community art project in a central location to celebrate local culture or artists.
• Set up a program for schoolkids to socialize with senior citizens in nursing homes, hospitals, or retirement communities.
• Create a program to offer free translation services for ESL families in the community.
• Help a local animal shelter improve its facilities, or find new ways to match homeless pets with their forever families.
• Build and maintain Little Free Libraries around your community, especially in underserved areas.
• Help local businesses become more environmentally conscious, increasing sustainability and decreasing waste.
• Create and lead a walking tour of your community, highlighting its culture, history, landmarks, and more.
• Find a way to record and celebrate local voices in your community’s history.
• Come up with ideas for welcoming immigrants and other newcomers to your community.
• Set up a series of events that will encourage the community to mix and experience each others’ foods, cultures, and more.
• Create and implement a new program to inspire a love of books and reading in preschool students.
• Set up and help run a new charitable organization your community needs.

Social Issues Project-Based Learning Ideas

• Start an awareness campaign on a topic that’s important to you, like anti-bullying, healthy living, protecting the environment, civil rights, equality and equity, etc.
• Come up with and implement ways to increase voter turnout in your community, especially among younger voters.
• Write, record, and share with a wider audience your own TED Talk–style video on an issue that hasn’t been covered yet or on which you have a unique perspective.
• Devise and implement ways for unheard voices to be amplified in your school or community.
• Write and publicly perform a play that highlights a social issue that’s important to you.
• Look for areas in your community that present challenges to those with disabilities, and help to improve them to overcome those challenges.
• Research, write, and publicly present and defend a position paper on an issue that’s important to your community.
• Choose a real court case, then research the law and work with legal experts to prepare and present your own case as you would in a courtroom.
• Write, edit, seek, and incorporate real-world feedback, and publish or publicly present your own book, poem, or song on an issue that’s important to you.
• Start a program to teach a specific group (e.g., preschoolers, senior citizens, business owners) to care for and protect the environment.
• Plan and hold a fundraiser to support an issue you care about.
• Choose a law you feel is unjust, and write, research, and publicly present and defend a position paper about your desired change.

STEM Project-Based Learning Ideas

• Create an app that meets a specific purpose for a specific audience.
• Invent something new that the world needs, and then fund, create, and sell your product in the community.
• Design a game to help students learn important STEM concepts.
• Find a simple way to improve an existing product, especially if it cuts costs or improves environmental sustainability.
• Explore ways to reduce the amount of waste we produce, especially plastic and other landfill-bound items.
• Write a book or graphic novel that’s entertaining but also teaches kids about science or math.
• Devise new ways to provide clean drinking water to communities where water is scarce.
• Build an effective solar oven people can use to cook during extended power outages, or in areas where electricity isn’t available.
• Work with a university or STEM organization to gather, analyze, and present real-world scientific data.
• Design a building to fit a specific purpose or need, including researching the requirements and zoning laws, accurately drafting a plan, determining the costs, and presenting the plan to the proposed client.
• Create an interactive hands-on exhibit to teach people about STEM concepts.
• Determine a type of website you believe is missing, then research, build, and publish the site you envision.

Creative Arts Project-Based Learning Ideas

• Organize an art show for the community, seeking out those who ordinarily might not have a chance to display their work.
• Create and teach an art class in your area of expertise to children, the elderly, or another segment of the population.
• Design a mural for an area in your community that needs beautification, and seek funding or other assistance from community members to install it.
• Write a play about a topic that’s meaningful to you or your community. Work with the community to stage a performance for all to attend.
• Invite local dancers to perform at a school or community Festival of Dance, highlighting a variety of cultures and dance styles.
• Start a regular writer’s workshop where community writers can come together to share and seek feedback. Invite local authors or publishing experts to speak as guests.
• Collect stories, poems, and essays from local authors, and put them together into a book. Sell the book to raise money for a cause that’s important to local writers.
• Gather singers or instrumentalists from your community into a choir or band. Put on a concert to raise money for a special cause, or take your choir on tour to local retirement homes, hospitals, etc.
• Write a song about a person or cause that’s important to you. Produce and record the song, then find a way to share it with others.
• Make a short film about a local hero, community event, or local place. Invite others to do the same, and organize a local film festival.

What are some your favorite project-based learning ideas? Come share your thoughts in the We Are Teachers HELPLINE group on Facebook !

Plus, meaningful service learning projects for kids and teens ..

Copyright © 2024. All rights reserved. 5335 Gate Parkway, Jacksonville, FL 32256

• Search Please fill out this field.
• Newsletters
• Sweepstakes
• Raising Kids

Why Kids Get Bored at School—and How to Help

Why is school so boring for some kids? Boredom at school can affect learning and lead to school avoidance. Knowing why can help you find solutions.

• They're Not Sufficiently Challenged
• They Don't See Many Incentives

They Have Mental Health Concerns

• They Haven't Connected With Peers or Their Teacher

Their Skills Need Bolstering

How parents can help kids who feel bored at school.

Parents/Getty

Some kids love school. Others may ask, "Why is school so boring?"

Many children struggle with being bored at school. The reasons for this vary: they are not being sufficiently challenged, they may have a  mental health condition  or a learning difference and the teaching methods don't match their learning style, or they are simply disconnected from the subject matter and unmotivated by their learning environment. Alternatively, it could just be that it's hard for them to sit through so much desk time.

For some children, being bored at school is an occasional occurrence, but for others, it's an ongoing experience. Constant boredom can cause real distress, apathy, or frustration. It can even lead to school avoidance or school refusal behaviors.

"This is a very common problem," says Natalie Gwyn , PhD, LCMHC, NCC, MEd, a school counselor, professor of school counseling at Walden University, and therapist in Greensboro, North Carolina. "I encourage parents and teachers to think about what can be done to help foster their engagement and learning."

Dr. Gwyn says it's key to uncover why a student is disinterested in order to find effective solutions. Many parents wonder whether their child is gifted and if the work is too easy for them, or the reverse—the material is too challenging.

Other parents may question whether the teacher is doing enough to present the material in a way that engages the students. While these are possible explanations, they are not the only ones.

Learn more about why kids get bored at school and how to help.

They're Not Sufficiently Challenged

Sometimes, gifted students find school boring when the material can't keep up with their interests and abilities, explains Dr. Gwyn. Students who don’t need a lot of instruction to master a skill or who start out ahead of the class often complain of being bored.

Under-challenged students aren’t always gifted (there are specific qualifications for giftedness), but they are typically very capable and smart.

When the material is too easy for them, they may end up bored in class and seem unmotivated, says Tameko Hairston-Piggee , LCSWA, MSW, MA, a licensed clinical social worker practicing in North Carolina and the Durham Public Schools Social Worker of the Year 2021-2022.

Although under-challenged students still tend to  get good grades , its common for them to zoom through assignment with little attention to neatness, to spend less time studying, and to complete their work without editing or rechecking so that they can complete assignments as soon as possible. In order to thrive, they need help getting motivated and interested in the work, says Hairston-Piggee.

They Don't See Many Incentives

Under-motivated students also complain of boredom in class because they feel they already know what’s being taught or that it's not important; as a result, they often don't feel an incentive to do the work to learn something new.

Often, “school is boring” is paired with “that’s why I don’t do the work” or “that’s why I don’t pay attention.” What this type of student might actually mean is that the work doesn’t engage them or they don't see a connection between what they are learning and their life. They may not feel a positive connection to their school, their teacher, their peers, or the subjects they are learning about.

Something that's important to keep in mind is that being under-motivated doesn't mean that a child is lazy. In some cases, the lack of motivation is tied to a feeling that what they're learning isn’t personally important—that the learning process has no meaning or relevance for them and their life.

They may not understand why they need to learn this information—and the material isn't being presented in a way that resonates with them.

"The good news is that school boredom is something that can be resolved. There is not one approach to resolving the issue, but it takes creativity, patience, empathy, and flexibility," says Hairston-Piggee.

When kids find school boring, sometimes it's a sign that they are experiencing difficulties at home, including:

• Financial strain
• Death in the family

Additionally, they may have mental health concerns, says Dr. Gywn, such as  childhood depression , anxiety , insomnia, or post-traumatic stress disorder (PTSD), which are contributing to a lack of interest in school.

"My first step was to rule out if the student had any medical concerns that were causing them to fall asleep in the classroom and to assess any changes in the home environment," says Hairston-Piggee.

"Also, students could have unmet social-emotional needs such as trauma, self-esteem/confidence issues, or attention/focusing problems which could be perceived as not paying attention."

In some situations, a lack of motivation can be a sign of attention deficit hyperactivity disorder  (ADHD). Typically ADHD, which can present in a variety of ways, is diagnosed early on in elementary school, but sometimes it isn't diagnosed until later.

The disorder is characterized by difficulty focusing, staying on task, and keeping organized, as well as impulsivity and needing a lot of physical movement,

They Haven't Connected With Peers or Their Teacher

Children who have trouble forging a connection with their peers, teachers, or larger school community may be bored in school because they feel isolated or that they don't belong or aren't accepted. 

If a positive, trusting, and respectful relationship hasn't been created between your child and their teacher(s), it can be difficult for them to know what to do and who to turn to when they need help with their work.

"With all students, the goal is to build positive relationships in and out of the classroom, create a supportive environment, and to operate from a strength-based perspective," says Hairston-Piggee. When that doesn't happen, kids can sink into feeling apathetic about school.

"A student may think a teacher doesn’t like them and have decided not to try," says Dr. Gwyn. "When that happens, we want to encourage the student and figure out how can we bring this child back into the fold, even if it's initially just getting them through the day."

That, in turn, can cause them to tune out or act out, making them feel as though they are “bored.” What they're really experiencing is the need for some encouragement to become a part of the classroom community.

If they have limited social skills, a child may have trouble making friends, which can make them less inclined to join in when all the other kids are  doing their schoolwork .

Not all students are at grade level or have the skills (academic, socio-emotional, physical, or practical) they need to be successful in the classroom. Some have not yet developed the skills they need to study effectively for a test, while others may be neurodivergent, have learning challenges, or other cognitive differences; these kids may need more guidance or accommodations to meet classroom expectations and thrive academically.

They struggle with executive function skills

Executive functioning is an important skill set that allows people to perform tasks and manage distractions, it includes the ability to plan ahead, multi-task, and display self-control. If a child is struggling with executive function skills, for example, they could benefit from learning how to manage their time or create a plan for a long-term project. So they might say, "Why is school so boring," when they really mean is, “I don’t know how to do this, so I don’t even want to try.”

Alternatively, a child who struggles with organization, following directions, or self-advocacy may also feel lost in class. Kids with vision, hearing, mobility, or memory issues may also end up feeling bored if their needs aren't adequately met in the classroom.

"Sometimes, the coursework is just really challenging and they are giving up. If that's the case, I encourage tutoring , extra support, or changing up their course schedule," recommends Dr. Gywn.

They need accommodations

If your child has certain physical, mental health, socio-emotional, or learning differences, they may qualify for various programs and interventions that can help. This might mean going to the learning center, being a part of various pull-out groups, or qualifying for a 504 plan or Individualized Education Plan  (IEP).

Students with 504s and IEPs are entitled to certain accommodations, support, or adaptations to programming that can help make learning more accessible and equitable.

If your child has a condition that qualifies them for either plan, talk to their teacher, school staff, or the special education department about adding services and goals that are intended to support their educational progress and address any academic challenges that are impacting their functioning in school.

There are many ways that parents and teachers can help kids who think school is so boring. First and foremost, it's important to unearth the underlying causes of your child's apathy.

That way, you can come up with solutions that truly address the problem. You'll be better able to talk to your students and empathize with their situation if you really understand—and take seriously—what's going on and how they feel about school.

Additionally, note that the reasons children get bored at school aren’t mutually exclusive. You can have an under-challenged, unconnected child with poor test-taking skills just as easily as a child who is simply unmotivated.

The trick is to discover what your child is really telling you when they say, “I’m bored at school,” before jumping to conclusions. Also, resist discounting their concerns or telling them to just stop being bored.

Whatever the underlying causes, students need help to become interested in their schoolwork, not judgment for not finding it interesting.

Questions to ask

Encourage your child to break down what they learned in class. A good time to have this conversation would be during a calm moment, removed from school (not right when they get home or as they are complaining about school). Let them know how they feel matters and you're trying to check in about what school is like for them. Ask for the particulars of what they did for the lesson, and what exactly they found boring, interesting, challenging, and so on. Try to get them to answer questions, such as:

• Do you enjoy the topic in general?
• What part felt tricky?
• Who can you ask for help?
• Did you follow the instructions?
• What did you find confusing?
• Was there anything you liked about the task?
• Did you ask the teacher for any guidance?
• Did you want to ask for help but didn't because you were anxious or didn't know how?
• What did you like or not like about the way the information was presented?
• What would you do differently if you were to teach that lesson or present that topic?
• Then, ask follow-up questions about anything else that pertains to their specific situation.

Also, investigate whether they were done before the other kids, around the same time, or if they didn't finish. Find out how much (if any) extra help they got.

Having these conversations can help you start to zero in on  what  about the class may be contributing to these feelings of apathy. You'll be able to see if any patterns emerge—and discover what kinds of lagging skills, emotional concerns, or other issues may be at the heart of their boredom.

"Students like to be heard and seen, and often when you have students with needs that are unmet, the result will be disengaged students," says Hairston-Piggee. Once you tease out what the unmet needs are—and begin addressing them—the student will often begin to feel more engaged and less bored at school.

Involve both the teacher and child

Speak to your child's teachers and let them know what seems to engage your child and what doesn't. Talk to them about what your child is conveying to you without blaming the teacher. Try to curb any negativity and offer constructive feedback about what your child needs.

Consider involving your child in the process. "It's vital to not dismiss the child's concerns. Believe them when they say they're bored and work together to solve the problem," says Dr. Gywn.

Sit down together with the teacher to brainstorm and come up with solutions to keep your child engaged and excited about their daily school life. "The student is your best source to make a good assessment of the reason for disengagement," says Hairston-Piggee.

Sometimes, when the child is included in finding solutions, they become more engaged just because they are given more agency and have had their concerns respected and considered, says Dr. Gywn.

"It’s really about being creative, giving them a fresh start, and identifying those school adults who can be encouraging and make that connection with that student to build engagement," says Dr. Gywn.

Think creatively to address child boredom at school

When you brainstorm solutions, don't be afraid to think outside the box, says Hairston-Piggee. Maybe they need one of the following:

• Exercise breaks to run off some steam
• Math at a different grade level if they are gifted in math
• Access to a learning center, where they can do their work in a quiet space
• The ability to watch movies about a subject rather than read the material
• Act as a mentor to younger students
• Online school
• More frequent breaks to calm their mind
• Less homework (or more)

There are many  different learning styles . Maybe your child struggles with boredom in school because the material is presented in a way that doesn't mesh well with how they learn best.

Discuss this possibility with your child's teacher or school administration to find possible solutions to address why your kid is bored at school. For instance, they may need visual aids, tactile stimulation, or hands-on experience to feel engaged rather than just hearing the information via a lecture.

The point is that each child may benefit from different interventions, so think creatively and with curiosity about what might help your child become more engaged. Then, advocate for those solutions to be put in place.

How accurately can parents judge their children's boredom in school? ,  Front Psychol . 2016.

Boredom in the classroom: Addressing student motivation, self-regulation, and engagement in learning . Springer International Publishing . 2015.

Student motivation: an overlooked piece of school reform. Summary . Center on Education Policy . 2012.

  The state of boredom: Frustrating or depressing? .  Motiv Emot.  2018.

Children and Divorce . American Academy of Child and Adolescent Psychiatry . 2017.

The happy learner: Effects of academic boredom, burnout, and engagement . Front Psychol . 2023.

Students awareness of learning styles and their perceptions to a mixed method approach for learning .  Int J Appl Basic Med Res . 2015.

Related Articles

• Search Menu
• Sign in through your institution
• Browse content in Arts and Humanities
• Browse content in Archaeology
• Anglo-Saxon and Medieval Archaeology
• Archaeological Methodology and Techniques
• Archaeology by Region
• Archaeology of Religion
• Archaeology of Trade and Exchange
• Biblical Archaeology
• Contemporary and Public Archaeology
• Environmental Archaeology
• Historical Archaeology
• History and Theory of Archaeology
• Industrial Archaeology
• Landscape Archaeology
• Mortuary Archaeology
• Prehistoric Archaeology
• Underwater Archaeology
• Urban Archaeology
• Zooarchaeology
• Browse content in Architecture
• Architectural Structure and Design
• History of Architecture
• Residential and Domestic Buildings
• Theory of Architecture
• Browse content in Art
• Art Subjects and Themes
• History of Art
• Industrial and Commercial Art
• Theory of Art
• Biographical Studies
• Byzantine Studies
• Browse content in Classical Studies
• Classical History
• Classical Philosophy
• Classical Mythology
• Classical Literature
• Classical Reception
• Classical Art and Architecture
• Classical Oratory and Rhetoric
• Greek and Roman Papyrology
• Greek and Roman Epigraphy
• Greek and Roman Law
• Greek and Roman Archaeology
• Late Antiquity
• Religion in the Ancient World
• Digital Humanities
• Browse content in History
• Colonialism and Imperialism
• Diplomatic History
• Environmental History
• Genealogy, Heraldry, Names, and Honours
• Genocide and Ethnic Cleansing
• Historical Geography
• History by Period
• History of Emotions
• History of Agriculture
• History of Education
• History of Gender and Sexuality
• Industrial History
• Intellectual History
• International History
• Labour History
• Legal and Constitutional History
• Local and Family History
• Maritime History
• Military History
• National Liberation and Post-Colonialism
• Oral History
• Political History
• Public History
• Regional and National History
• Revolutions and Rebellions
• Slavery and Abolition of Slavery
• Social and Cultural History
• Theory, Methods, and Historiography
• Urban History
• World History
• Browse content in Language Teaching and Learning
• Language Learning (Specific Skills)
• Language Teaching Theory and Methods
• Browse content in Linguistics
• Applied Linguistics
• Cognitive Linguistics
• Computational Linguistics
• Forensic Linguistics
• Grammar, Syntax and Morphology
• Historical and Diachronic Linguistics
• History of English
• Language Evolution
• Language Reference
• Language Acquisition
• Language Variation
• Language Families
• Lexicography
• Linguistic Anthropology
• Linguistic Theories
• Linguistic Typology
• Phonetics and Phonology
• Psycholinguistics
• Sociolinguistics
• Translation and Interpretation
• Writing Systems
• Browse content in Literature
• Bibliography
• Children's Literature Studies
• Literary Studies (Romanticism)
• Literary Studies (American)
• Literary Studies (Asian)
• Literary Studies (European)
• Literary Studies (Eco-criticism)
• Literary Studies (Modernism)
• Literary Studies - World
• Literary Studies (1500 to 1800)
• Literary Studies (19th Century)
• Literary Studies (20th Century onwards)
• Literary Studies (African American Literature)
• Literary Studies (British and Irish)
• Literary Studies (Early and Medieval)
• Literary Studies (Fiction, Novelists, and Prose Writers)
• Literary Studies (Gender Studies)
• Literary Studies (Graphic Novels)
• Literary Studies (History of the Book)
• Literary Studies (Plays and Playwrights)
• Literary Studies (Poetry and Poets)
• Literary Studies (Postcolonial Literature)
• Literary Studies (Queer Studies)
• Literary Studies (Science Fiction)
• Literary Studies (Travel Literature)
• Literary Studies (War Literature)
• Literary Studies (Women's Writing)
• Literary Theory and Cultural Studies
• Mythology and Folklore
• Shakespeare Studies and Criticism
• Browse content in Media Studies
• Browse content in Music
• Applied Music
• Dance and Music
• Ethics in Music
• Ethnomusicology
• Gender and Sexuality in Music
• Medicine and Music
• Music Cultures
• Music and Media
• Music and Religion
• Music and Culture
• Music Education and Pedagogy
• Music Theory and Analysis
• Musical Scores, Lyrics, and Libretti
• Musical Structures, Styles, and Techniques
• Musicology and Music History
• Performance Practice and Studies
• Race and Ethnicity in Music
• Sound Studies
• Browse content in Performing Arts
• Browse content in Philosophy
• Aesthetics and Philosophy of Art
• Epistemology
• Feminist Philosophy
• History of Western Philosophy
• Metaphysics
• Moral Philosophy
• Non-Western Philosophy
• Philosophy of Language
• Philosophy of Mind
• Philosophy of Perception
• Philosophy of Science
• Philosophy of Action
• Philosophy of Law
• Philosophy of Religion
• Philosophy of Mathematics and Logic
• Practical Ethics
• Social and Political Philosophy
• Browse content in Religion
• Biblical Studies
• Christianity
• East Asian Religions
• History of Religion
• Judaism and Jewish Studies
• Qumran Studies
• Religion and Education
• Religion and Health
• Religion and Politics
• Religion and Science
• Religion and Law
• Religion and Art, Literature, and Music
• Religious Studies
• Browse content in Society and Culture
• Cookery, Food, and Drink
• Cultural Studies
• Customs and Traditions
• Ethical Issues and Debates
• Hobbies, Games, Arts and Crafts
• Lifestyle, Home, and Garden
• Natural world, Country Life, and Pets
• Popular Beliefs and Controversial Knowledge
• Sports and Outdoor Recreation
• Technology and Society
• Travel and Holiday
• Visual Culture
• Browse content in Law
• Arbitration
• Browse content in Company and Commercial Law
• Commercial Law
• Company Law
• Browse content in Comparative Law
• Systems of Law
• Competition Law
• Browse content in Constitutional and Administrative Law
• Government Powers
• Judicial Review
• Local Government Law
• Military and Defence Law
• Parliamentary and Legislative Practice
• Construction Law
• Contract Law
• Browse content in Criminal Law
• Criminal Procedure
• Criminal Evidence Law
• Sentencing and Punishment
• Employment and Labour Law
• Environment and Energy Law
• Browse content in Financial Law
• Banking Law
• Insolvency Law
• History of Law
• Human Rights and Immigration
• Intellectual Property Law
• Browse content in International Law
• Private International Law and Conflict of Laws
• Public International Law
• IT and Communications Law
• Jurisprudence and Philosophy of Law
• Law and Politics
• Law and Society
• Browse content in Legal System and Practice
• Courts and Procedure
• Legal Skills and Practice
• Primary Sources of Law
• Regulation of Legal Profession
• Medical and Healthcare Law
• Browse content in Policing
• Criminal Investigation and Detection
• Police and Security Services
• Police Procedure and Law
• Police Regional Planning
• Browse content in Property Law
• Personal Property Law
• Study and Revision
• Terrorism and National Security Law
• Browse content in Trusts Law
• Wills and Probate or Succession
• Browse content in Medicine and Health
• Browse content in Allied Health Professions
• Arts Therapies
• Clinical Science
• Dietetics and Nutrition
• Occupational Therapy
• Operating Department Practice
• Physiotherapy
• Radiography
• Speech and Language Therapy
• Browse content in Anaesthetics
• General Anaesthesia
• Neuroanaesthesia
• Clinical Neuroscience
• Browse content in Clinical Medicine
• Acute Medicine
• Cardiovascular Medicine
• Clinical Genetics
• Clinical Pharmacology and Therapeutics
• Dermatology
• Endocrinology and Diabetes
• Gastroenterology
• Genito-urinary Medicine
• Geriatric Medicine
• Infectious Diseases
• Medical Toxicology
• Medical Oncology
• Pain Medicine
• Palliative Medicine
• Rehabilitation Medicine
• Respiratory Medicine and Pulmonology
• Rheumatology
• Sleep Medicine
• Sports and Exercise Medicine
• Community Medical Services
• Critical Care
• Emergency Medicine
• Forensic Medicine
• Haematology
• History of Medicine
• Browse content in Medical Skills
• Clinical Skills
• Communication Skills
• Nursing Skills
• Surgical Skills
• Browse content in Medical Dentistry
• Oral and Maxillofacial Surgery
• Paediatric Dentistry
• Restorative Dentistry and Orthodontics
• Surgical Dentistry
• Medical Ethics
• Medical Statistics and Methodology
• Browse content in Neurology
• Clinical Neurophysiology
• Neuropathology
• Nursing Studies
• Browse content in Obstetrics and Gynaecology
• Gynaecology
• Occupational Medicine
• Ophthalmology
• Otolaryngology (ENT)
• Browse content in Paediatrics
• Neonatology
• Browse content in Pathology
• Chemical Pathology
• Clinical Cytogenetics and Molecular Genetics
• Histopathology
• Medical Microbiology and Virology
• Patient Education and Information
• Browse content in Pharmacology
• Psychopharmacology
• Browse content in Popular Health
• Caring for Others
• Complementary and Alternative Medicine
• Self-help and Personal Development
• Browse content in Preclinical Medicine
• Cell Biology
• Molecular Biology and Genetics
• Reproduction, Growth and Development
• Primary Care
• Professional Development in Medicine
• Browse content in Psychiatry
• Addiction Medicine
• Child and Adolescent Psychiatry
• Forensic Psychiatry
• Learning Disabilities
• Old Age Psychiatry
• Psychotherapy
• Browse content in Public Health and Epidemiology
• Epidemiology
• Public Health
• Browse content in Radiology
• Clinical Radiology
• Interventional Radiology
• Nuclear Medicine
• Radiation Oncology
• Reproductive Medicine
• Browse content in Surgery
• Cardiothoracic Surgery
• Gastro-intestinal and Colorectal Surgery
• General Surgery
• Neurosurgery
• Paediatric Surgery
• Peri-operative Care
• Plastic and Reconstructive Surgery
• Surgical Oncology
• Transplant Surgery
• Trauma and Orthopaedic Surgery
• Vascular Surgery
• Browse content in Science and Mathematics
• Browse content in Biological Sciences
• Aquatic Biology
• Biochemistry
• Bioinformatics and Computational Biology
• Developmental Biology
• Ecology and Conservation
• Evolutionary Biology
• Genetics and Genomics
• Microbiology
• Molecular and Cell Biology
• Natural History
• Plant Sciences and Forestry
• Research Methods in Life Sciences
• Structural Biology
• Systems Biology
• Zoology and Animal Sciences
• Browse content in Chemistry
• Analytical Chemistry
• Computational Chemistry
• Crystallography
• Environmental Chemistry
• Industrial Chemistry
• Inorganic Chemistry
• Materials Chemistry
• Medicinal Chemistry
• Mineralogy and Gems
• Organic Chemistry
• Physical Chemistry
• Polymer Chemistry
• Study and Communication Skills in Chemistry
• Theoretical Chemistry
• Browse content in Computer Science
• Artificial Intelligence
• Computer Architecture and Logic Design
• Game Studies
• Human-Computer Interaction
• Mathematical Theory of Computation
• Programming Languages
• Software Engineering
• Systems Analysis and Design
• Virtual Reality
• Browse content in Computing
• Business Applications
• Computer Security
• Computer Games
• Computer Networking and Communications
• Digital Lifestyle
• Graphical and Digital Media Applications
• Operating Systems
• Browse content in Earth Sciences and Geography
• Atmospheric Sciences
• Environmental Geography
• Geology and the Lithosphere
• Maps and Map-making
• Meteorology and Climatology
• Oceanography and Hydrology
• Palaeontology
• Physical Geography and Topography
• Regional Geography
• Soil Science
• Urban Geography
• Browse content in Engineering and Technology
• Agriculture and Farming
• Biological Engineering
• Civil Engineering, Surveying, and Building
• Electronics and Communications Engineering
• Energy Technology
• Engineering (General)
• Environmental Science, Engineering, and Technology
• History of Engineering and Technology
• Mechanical Engineering and Materials
• Technology of Industrial Chemistry
• Transport Technology and Trades
• Browse content in Environmental Science
• Applied Ecology (Environmental Science)
• Conservation of the Environment (Environmental Science)
• Environmental Sustainability
• Environmentalist Thought and Ideology (Environmental Science)
• Management of Land and Natural Resources (Environmental Science)
• Natural Disasters (Environmental Science)
• Nuclear Issues (Environmental Science)
• Pollution and Threats to the Environment (Environmental Science)
• Social Impact of Environmental Issues (Environmental Science)
• History of Science and Technology
• Browse content in Materials Science
• Ceramics and Glasses
• Composite Materials
• Metals, Alloying, and Corrosion
• Nanotechnology
• Browse content in Mathematics
• Applied Mathematics
• Biomathematics and Statistics
• History of Mathematics
• Mathematical Education
• Mathematical Finance
• Mathematical Analysis
• Numerical and Computational Mathematics
• Probability and Statistics
• Pure Mathematics
• Browse content in Neuroscience
• Cognition and Behavioural Neuroscience
• Development of the Nervous System
• Disorders of the Nervous System
• History of Neuroscience
• Invertebrate Neurobiology
• Molecular and Cellular Systems
• Neuroendocrinology and Autonomic Nervous System
• Neuroscientific Techniques
• Sensory and Motor Systems
• Browse content in Physics
• Astronomy and Astrophysics
• Atomic, Molecular, and Optical Physics
• Biological and Medical Physics
• Classical Mechanics
• Computational Physics
• Condensed Matter Physics
• Electromagnetism, Optics, and Acoustics
• History of Physics
• Mathematical and Statistical Physics
• Measurement Science
• Nuclear Physics
• Particles and Fields
• Plasma Physics
• Quantum Physics
• Relativity and Gravitation
• Semiconductor and Mesoscopic Physics
• Browse content in Psychology
• Affective Sciences
• Clinical Psychology
• Cognitive Psychology
• Cognitive Neuroscience
• Criminal and Forensic Psychology
• Developmental Psychology
• Educational Psychology
• Evolutionary Psychology
• Health Psychology
• History and Systems in Psychology
• Music Psychology
• Neuropsychology
• Organizational Psychology
• Psychological Assessment and Testing
• Psychology of Human-Technology Interaction
• Psychology Professional Development and Training
• Research Methods in Psychology
• Social Psychology
• Browse content in Social Sciences
• Browse content in Anthropology
• Anthropology of Religion
• Human Evolution
• Medical Anthropology
• Physical Anthropology
• Regional Anthropology
• Social and Cultural Anthropology
• Theory and Practice of Anthropology
• Browse content in Business and Management
• Business Ethics
• Business Strategy
• Business History
• Business and Technology
• Business and Government
• Business and the Environment
• Comparative Management
• Corporate Governance
• Corporate Social Responsibility
• Entrepreneurship
• Health Management
• Human Resource Management
• Industrial and Employment Relations
• Industry Studies
• Information and Communication Technologies
• International Business
• Knowledge Management
• Management and Management Techniques
• Operations Management
• Organizational Theory and Behaviour
• Pensions and Pension Management
• Public and Nonprofit Management
• Strategic Management
• Supply Chain Management
• Browse content in Criminology and Criminal Justice
• Criminal Justice
• Criminology
• Forms of Crime
• International and Comparative Criminology
• Youth Violence and Juvenile Justice
• Development Studies
• Browse content in Economics
• Agricultural, Environmental, and Natural Resource Economics
• Asian Economics
• Behavioural Finance
• Behavioural Economics and Neuroeconomics
• Econometrics and Mathematical Economics
• Economic History
• Economic Systems
• Economic Methodology
• Economic Development and Growth
• Financial Markets
• Financial Institutions and Services
• General Economics and Teaching
• Health, Education, and Welfare
• History of Economic Thought
• International Economics
• Labour and Demographic Economics
• Law and Economics
• Macroeconomics and Monetary Economics
• Microeconomics
• Public Economics
• Urban, Rural, and Regional Economics
• Welfare Economics
• Browse content in Education
• Adult Education and Continuous Learning
• Care and Counselling of Students
• Early Childhood and Elementary Education
• Educational Equipment and Technology
• Educational Strategies and Policy
• Higher and Further Education
• Organization and Management of Education
• Philosophy and Theory of Education
• Schools Studies
• Secondary Education
• Teaching of a Specific Subject
• Teaching of Specific Groups and Special Educational Needs
• Teaching Skills and Techniques
• Browse content in Environment
• Applied Ecology (Social Science)
• Climate Change
• Conservation of the Environment (Social Science)
• Environmentalist Thought and Ideology (Social Science)
• Natural Disasters (Environment)
• Social Impact of Environmental Issues (Social Science)
• Browse content in Human Geography
• Cultural Geography
• Economic Geography
• Political Geography
• Browse content in Interdisciplinary Studies
• Communication Studies
• Museums, Libraries, and Information Sciences
• Browse content in Politics
• African Politics
• Asian Politics
• Chinese Politics
• Comparative Politics
• Conflict Politics
• Elections and Electoral Studies
• Environmental Politics
• European Union
• Foreign Policy
• Gender and Politics
• Human Rights and Politics
• Indian Politics
• International Relations
• International Organization (Politics)
• International Political Economy
• Irish Politics
• Latin American Politics
• Middle Eastern Politics
• Political Behaviour
• Political Economy
• Political Institutions
• Political Methodology
• Political Communication
• Political Philosophy
• Political Sociology
• Political Theory
• Politics and Law
• Politics of Development
• Public Policy
• Public Administration
• Quantitative Political Methodology
• Regional Political Studies
• Russian Politics
• Security Studies
• State and Local Government
• UK Politics
• US Politics
• Browse content in Regional and Area Studies
• African Studies
• Asian Studies
• East Asian Studies
• Japanese Studies
• Latin American Studies
• Middle Eastern Studies
• Native American Studies
• Scottish Studies
• Browse content in Research and Information
• Research Methods
• Browse content in Social Work
• Addictions and Substance Misuse
• Adoption and Fostering
• Care of the Elderly
• Child and Adolescent Social Work
• Couple and Family Social Work
• Direct Practice and Clinical Social Work
• Emergency Services
• Human Behaviour and the Social Environment
• International and Global Issues in Social Work
• Mental and Behavioural Health
• Social Justice and Human Rights
• Social Policy and Advocacy
• Social Work and Crime and Justice
• Social Work Macro Practice
• Social Work Practice Settings
• Social Work Research and Evidence-based Practice
• Welfare and Benefit Systems
• Browse content in Sociology
• Childhood Studies
• Community Development
• Comparative and Historical Sociology
• Economic Sociology
• Gender and Sexuality
• Gerontology and Ageing
• Health, Illness, and Medicine
• Marriage and the Family
• Migration Studies
• Occupations, Professions, and Work
• Organizations
• Population and Demography
• Race and Ethnicity
• Social Theory
• Social Movements and Social Change
• Social Research and Statistics
• Social Stratification, Inequality, and Mobility
• Sociology of Religion
• Sociology of Education
• Sport and Leisure
• Urban and Rural Studies
• Browse content in Warfare and Defence
• Defence Strategy, Planning, and Research
• Land Forces and Warfare
• Military Administration
• Military Life and Institutions
• Naval Forces and Warfare
• Other Warfare and Defence Issues
• Peace Studies and Conflict Resolution
• Weapons and Equipment

• < Previous chapter
• Next chapter >

15 “Everyone Can Sing”: Class Choirs in the First Four Grades of Primary School and the Significance of Community Singing for Pupils’ Social Well-Being and School Engagement

Lars Ole Bonde is Professor Emeritus of Music and Health at Center for Research in Music and Health, the Norwegian Academy of Music, and former Professor of Music Therapy at Aalborg University. He is also a certified music therapist and clinical supervisor, and a former music producer at the Danish Broadcast Corporation and Aarhus Summer Opera. His research interests span from opera history over music psychology to music therapy. His latest publication is a book on the history of the Danish National Opera, 1947–2022.

Stefan Ingerslev (Copenhagen) is a research assistant for music/singing, education and health at the Center for Research in Music and Health (CREMAH), at the Norwegian Academy of Music, Oslo. He is also musical dementia coordinator in the field of music and health in dementia, and a former principal oboe player (Konzertsolistexam from Hochschule für Musik, Theater und Medien, Hannover). His research interests are links between music/singing, developmental psychology/therapy/education, and health in pre- and primary school. His latest publication (2022) contributes to a Norwegian anthology about co-singing throughout the lifespan.

• Published: 22 May 2024
• Cite Icon Cite
• Permissions Icon Permissions

Regular community singing in Danish primary schools has become quite rare, while children’s choirs have become increasingly successful in the context of the Evangelical Lutheran Church. Widening disparities in the population’s cultural and social needs make the creation of socially inclusive communities a challenge for Danish public schools. The Danish school choir project Everyone Can Sing , underway since 2018 in a primary school in Albertslund (Copenhagen suburb), is based on the hypothesis that grade 0–3 class choirs have a significant impact on pupils’ ability to bond socially and better integrate as a community. In a co-teaching collaboration between teachers in the primary school and professionally trained children’s choir leaders, children learn how to sing an age-appropriate repertoire, move naturally, and perform in the community. Two weekly lessons take place in the class, and regular performances in and outside the school also contribute to children’s learning. The study follows a mixed methods convergent design, integrating quantitative data from sociometric analyses, selected national tests, and annual Pupil’s Wellbeing surveys. The chapter presents only preliminary qualitative results, especially a detailed description of the intervention prototype that has been developed over four years. Choir leaders’ understanding of ways the choir model might improve children’s social well-being and inclusion is highlighted. Preliminary positive gains include joy of social and academic learning, inclusion, and an estimated reduction in social segregation.

I think of well-being as a combination of collaboration-related competencies, social skills, presence skills, empathy, [and] ability to accommodate to other people. All such things that make you happy as a human being. —Signe Sørensen, principal choir leader

Project Background

Singing and the teaching of singing in primary and lower secondary schools in Denmark is in a state of crisis ( Holgersen and Holst 2020 ). 1 An insufficient number of music teachers are trained, and their professional competencies are often insufficient to ensure quality teaching, not least in relation to (choral) singing. Similar challenges can be seen in Norway and Sweden, and this is one reason for the recent flourishing of new projects and studies in the Scandinavian countries, focusing especially on school community singing as a resource in promoting a healthy and inclusive milieu for the children. 2 In contrast, choirs and choral singing flourish in the Danish Lutheran Church’s choir schools, in part because activities are led by skilled children’s choir leaders, most of whom are educated at one of the country’s three church music schools, while others receive training in one of the three Danish Academies of Music (Typically the AM = General Music Education line, bachelor level) ( Holgersen, Bonde, and Ingerslev 2020 ). Alle Kan Synge / Everyone Can Sing (ECS) is currently a four-year prototype project with the long-term ambition of re-establishing a sound singing culture in schools, in churches, and in local communities. The project’s main feature is that well-trained children’s choir leaders from the Danish Church’s nationwide network are enrolled to teach non-religiously in primary schools (0th–3rd grade), in a mandatory subject called “Class choir,” guided by a special pedagogy, as described in this chapter, and structured in a collaboration between a local school and a local church. 3 Class choir does not have improvement of children’s singing and vocal competencies as its primary goal; it is rather directed toward community-oriented goals such as joy of group singing and moving to music as a means to foster school children’s well-being and therefore also to enhance their motivation to learn.

Literature Review

Quantitative longitudinal changes in well-being in primary school children as a result of high-quality classroom music teaching has only been shown in a few international, quasi-controlled effect studies ( Bastian et al. 2000 ; Eerola and Eerola 2014 ; Weber, Spychiger, and Patry 1993 ). The main studies of extra-musical (“transfer”) effect are summarized by Hallam (2015) . In terms of research, a quasi-controlled longitudinal study of learning and/or well-being effects of extended music/quality choir teaching in early schooling has never before been carried out in Denmark (or in the other Scandinavian countries). The music-and-health perspective on music education in schools is also new in Denmark.

It is well documented by international research studies that community singing/choral singing with adults can have both a calming and a revitalizing effect on the singers (Balsnes 2017 , 2018 ; Clift et al. 2010 ; Clift 2012 ; Norton 2015 ). This is partly due to the release of hormones such as endorphins and oxytocin during (choral) singing, but also to the fact that coordinated breathing—following the melodic phrasing—and movement have a beneficial influence on heart rate variability ( Vickhoff et al. 2013 ). However, the perspective in this article is not psychophysiological or neuropsychological, but rather posthumanistic and neuroaffective, underlining the primacy of the multicultural, relational, and socio-emotional aspects of life in modernity ( Ruud 2020 ; Stensæth 2019 ), and it includes also a public health perspective. We are particularly concerned with the interpersonal perspective, the development of children’s social and emotional skills, resilience, and self-esteem through musical interaction. Choral singing is not only “guided breathing” ( Vickhoff et al. 2013 ), it is also an exercise in active listening, to oneself and to others. Synchronization—of many individuals’ simultaneous, purposeful, and pleasurable aesthetic activity (song and movement)—is considered one of the deeper reasons for the health effect of choral singing ( Kirschner and Tomasello 2010 ). Most children aged 0–10 years love to move rhythmically (and often do so spontaneously); therefore, gestures, choreography, and timing are important elements in creating a rich singing community.

It is challenging to design quantitative, randomized, and controlled scientific studies to determine the possible transferable, positive learning effects of music teaching. As early as the 1960s, an experiment was carried out at Østrigsgades School (Amager, south of Copenhagen), where some classes were given extra lessons in singing and music (lessons times were taken from time periods devoted to Danish and arithmetic). After a few years, it turned out that the students in the experimental classes developed better musical skills and performed in line, even in Danish and arithmetic, with the students in the control classes. Unfortunately, the study was not designed well enough. For example, participation in the experimental classes was based on students’ choices, and therefore the positive results cannot be interpreted as an effect of the extra music lessons. A great number of later, better-designed studies have examined extra-musical “transfer” effects of extended music lessons, in most cases instrumental lessons, on school children’s development of verbal memory skills ( Hallam 2015 ).

Two large and carefully designed European studies show an effect of extra music teaching (primarily instrumental teaching) in school, especially on students’ ability to cooperate and their well-being in the classroom ( Bastian et al. 2000 ; Weber, Spychiger, and Patry 1993 ). The Swiss study ( n = 50 classes in 10 Swiss cantons) had no specific protocol for the extra music teaching, because several cantons with different legal frameworks were involved. The German study in Berlin ( n = 123—a protocol with children from five “model schools” and a protocol of 47 children from two control schools, Bastian et al. 2000 , 172–174) gave children in 1st–6th grade one hour of extra music, especially instrument and group musicking, per week (167–169). Both studies used sociometry to study how the extra music lessons influenced the social climate in the classes, and they both found significant improvements: more inclusion and less exclusion of students. The hypothesis of social benefits of quality music in the school environment was tested in 2014 in 10 Finnish schools with extended music education and control classes. Quality of school life (QSL) was assessed in a representative sample ( n = 735) of pupils in 3rd and 6th grade (9- and 12-year-olds). The results showed that extended music education improved QSL, especially in areas related to general satisfaction with school and students’ sense of being able to perform well and gain new opportunities. Differences between schools and gender did not influence the results. A follow-up study examined whether the increase in critical QSL variables was specifically related to music. This analysis used data from other classes ( n = 98) with an extended schedule (sports and visual arts). These classes did not provide similar benefits. Overall, the results suggest that extended music education may have a positive effect on the social aspects of schooling ( Eerola and Eerola 2014 ). A Swedish study ( Lindblad, Hogmark, and Theorell 2017 ) showed that one hour of extra, high-quality music lessons in 5th and 6th grade, where the students participated in lively rhythmic exercises, for example, lowered students’ stress levels as measured with cortisol in saliva, compared to control classes. It is important to emphasize that positive results of extra music instruction can only be expected if the teaching is of high practical-musical and academic quality and engages students over a long period of time ( Hallam 2015 ).

One study showed that musical group activities, in the form of interactive games, can have a positive impact on school children’s development of socio-emotional abilities such as empathy ( Rabinowitch, Cross, and Burnard 2013 ). However, we have not found studies that examine the effect of extended music teaching/class choir in 0th–3rd grade (in Denmark, these grades are called “Early school”/Indskoling).

Music teaching and learning can be understood on a spectrum reaching from music-centered to person-centered, and likewise, music education and music therapy can be understood as specific and related forms of “applied music psychology” within the field of “health musicking” ( Jacobsen, Pedersen, and Bonde 2019 ; Bonde 2011 ; Bonde and Theorell 2018 ).

Within this broader public health perspective, prominent social psychological and evolutionary psychological theories and studies indicate that music in groups ( Tarr, Launay, and Dunbar 2014 ), including dance ( Tarr et al. 2015 ), historically developed among members of early human communities as a means of promoting bonding, reducing conflict, and increasing the propensity to pursue the common interests of the group. Clinical psychological trials in Canada and Germany have documented a social effect between an infant and an adult of interpersonal movement synchrony coordinated by music, that is, a strengthening of the infant’s helpfulness toward the movement partner ( Trainor and Cirelli 2015 ; Cirelli, Einarson, and Trainor 2014 ; Cirelli, Wan, and Trainor 2016 ), just as prosocial behavior can be developed and improved by joint music-making in four-year-old children ( Kirschner and Tomasello 2010 ).

A Danish public health survey ( n = 13,929) ( Ekholm, Juel, and Bonde 2016a ; Ekholm, Juel, and Bonde 2016b ; Bonde, Ekholm, and Juel 2018 ) documented that musically active adult Danes perceived their health as clearly better than musically non-active participants, and that amateur musicians reported a markedly healthier lifestyle than did both professional musicians and non-musicians. The study also showed that the presence of singing and playing in their childhood environment was of great importance for the adult Danes’ relationship to music and health later in life. Although a causal relationship cannot be documented in cross-sectional studies of this type, the results indicate that a lifelong, active relationship with music, at the amateur level and founded in childhood, is associated with a healthy lifestyle, just as other research suggests that musical interaction with toddlers in the home has a positive impact on the child’s cognitive and emotional development ( Williams et al. 2015 ).

Social Inclusion as an Effect of Musical Group Activities

El Sistema , Venezuela’s national system for children and youth orchestras and choirs, was founded in 1975 on the basis of a traditional sociological view of social inclusion, namely, the inclusion of students with a weak economic background. It was seen as a way to lift vulnerable children out of a poor and restrictive culture. El Sistema continues to focus on social interactions through group teaching and performance. Primarily classical orchestral instruments are used, and the project has been replicated in many countries. The narrative of positive social effects of children’s orchestral education has grown exponentially ( Creech, Gonzalez-Moreno, and Lorenzino 2013 ). A randomized controlled trial with 2,914 children aged 6–14 years showed improved self-control and reduced behavioral difficulties in (1) children of mothers with little education and (2) boys, especially those who had been exposed to violence at baseline. In the boys’ group, lower levels of aggressive behavior were found ( Alemán et al. 2017 ). However, El Sistema is criticized for a striking lack of valid, quantitative scientific evaluation, even though it has now been working for 45 years ( Baker and Frega 2018 ). Recently, El Sistema has criticized as a culture with a danger of sexual abuse ( Baker and Cheng 2021 ).

The Berlin study (1992–1998) “Musik(erziehung) und ihre Wirkung” ( Bastian et al. 2000 ) was initiated by the Federal Ministry of Education and Research (Berlin). It ran as a six-year, controlled study from 1st to 6th grade, among five model schools (with two hours of music teaching per week + instrumental teaching + ensemble playing) and two control schools (with one hour of conventional music teaching per week). Via the students’ sociogram surveys, which contain statements such as “I like that student,” the study showed that “In primary schools with a strong emphasis on music, there are rarely students who are completely excluded.” Via the students’ corresponding peer assessment of statements such as “I don’t like that student,” the study documented that there were statistically significantly more (approximately twice as many) students in the music classes who never received a negative assessment from their classmates. A higher degree of peer-student rejection in the control classes leads to weaker integration ( Bastian et al. 2000 ). Conversely, a reduction in students’ rejection in a school classroom means an increase in students’ mutual acceptance, and high mutual acceptance is a key indicator of a socially inclusive classroom environment, according to modern school inclusion research ( Garrote et al. 2020 ). The Berlin study attracted a lot of attention with a statement similar to that of El Sistema : “Education policy with music (education) in our schools is the best social policy!” More recently, the results of the Berlin study have been questioned due to its far-reaching interpretations of extra-musical transfer effects, for example, the alleged increase in IQ in music students ( Bastian 2008 ; Gembris, Kraemer, and Maas 2001 ; Knigge 2004 ).

The connection between a targeted effort to improve school children’s singing skills and social inclusion was investigated in the English project Sing Up ( Welch et al. 2014 ). In this large-scale, government-supported school singing project (2008–2012), focus was on developing the children’s voices and singing abilities, which were tested separately, but the participating students were also asked to answer questions about their experience of inclusion/exclusion in school. The analysis showed a clear correlation between a high score on the singing test and the children’s experience of self-confidence and inclusion, regardless of age, gender, and ethnic background. The Sing Up “Synthesis Report Including Executive Summary” summarizes the main findings from 11 thematic reports. “By March 2011 Sing Up had engaged with over 95% of state primary schools and over 90% of all schools with primary school-aged children in them” (7). Unfortunately, “Most of the data were qualitative and did not involve baseline data gathering or measurement” (8).

In Germany, JeKi (Every child an instrument) from 2007, JeKiss (Every child a voice, Große-Brockhoff 2010 ) and JeKits (Every child playing, dancing, singing) are ongoing programs of extended music in primary schools. They represent efforts to improve student outcomes in the former sites of coal and steel industry in the Ruhr district, in the state of North Rhine-Westphalia (NRW). The JeKi project started in 2007, focusing on musical instruments from the symphony orchestra. In May 2021, JeKits included a total of 77,223 children and 1,009 schools in 188 communes in NRW. JeKits was launched in the 2015/2016 school year as a nationwide follow-up program to “Every child an instrument.” The city of Münster, however, had Singing in the School as its focus, labeled JeKiss. 4 After a final evaluation of JeKits 2019 (“JeKits—Instruments, Dancing, Singing for Every Child”), it has been adopted as a cultural education program in elementary and special schools in the state of North Rhine-Westphalia. JeKits is carried out in cooperation with extracurricular educational partners such as music schools or dance institutes, in a co-teacher system called “tandem-teacher.” JeKits has three alternative focuses: instrument playing, dancing, or singing; “JeKits wants to give as many children as possible open access to musical or dance education, independently of their personal and socio-economic requirements. The program is not primarily oriented towards the ‘bourgeois cultural scene.’ ”

JeKi was followed by a huge research program, among others a longitudinal study over 18 months, focusing on “Effects of a school-based instrumental music program on verbal and visual memory in primary school children” ( Roden, Kreutz, and Bongard 2012 ). The study found significant group-by-time interactions in the measures of verbal memory, thus confirming other studies in the hypothesis that children receiving music training may benefit from improvements in their verbal memory skills. The German study illustrates the important neurophysiological and neuroaffective perspective has also inspired the ECS study ( Lindvang and Beck 2017 ; Malloch and Trevarthen 2009 ).

On a more general level, a distinction can be made between two separate, but crucial value systems or paradigms for singing teaching and learning. Boyce-Tilman (2019, 937) contrasts a dominant and a subjugated value system. The first is characterized by keywords such as: Individuality—Public—Product—Disembodied—Rational—Challenge—Unity—Excitement, while the other has complementary characteristics: Community—Private—Process—Embodied—Intuitive—Nurture—Diversity—Relaxation. Rickson, Legg & Reynolds (2018) make a distinction between singing as positive participation and skills training . The two paradigms have historically been mutually exclusive, but they should, according to Boyce-Tilman, be seen as complementary; therefore, she sees the growing interest in orally based singing instruction and therapeutic singing activities as a positive correlate to the traditional singing paradigm that has dominated the teaching system for centuries—but which has excluded a number of children and adolescents.

The Prototype Project “Everyone Can Sing”

ECS began in the school year 2018/2019 at Herstedøester School (HØS), Albertslund (a Copenhagen suburb), initiated by the project leader, choir leader, and leader of the local church choirs school, AnneKari Ferenczi. HØS is a large primary school, where 30% to 40% of the children have an ethnic background other than Danish; and observers have noted that students face a number of challenges concerning well-being and academic success. 5

After almost three years, ECS’s fundamental assets can be described in the following ways:

ECS is developed in a collaboration between the project leader, the school management, the children’s choir leaders and the school’s teachers / kindergarten class leaders. Children in 0th, 1st, 2nd, and 3rd grade have mandatory “class choir,” scheduled for 1–2 hours per week during four years. The children learn to sing, by ear and using solmization, and move in relation to the song’s lyrics and music.

The ECS repertoire is wide, utilizing a combination of well-known and new (children’s) songs and hymns (presented without efforts to proselytize) from the school songbook Dansk Sang (2006). Special songs are composed by the choir leaders to be used also by teachers of other subjects (often songs are made in collaboration with the subject teachers).

ECS has an important performative dimension: the students perform regularly for each other and/or for the rest of the school, siblings, and parents. An annual “Spring concert” brings all classes and the children’s families together, surrounded by the rest of the school.

ECS is developed in a co-teaching collaboration between teachers in the primary school and professionally trained children’s choir leaders, recruited by the local parish church. Many of the students subsequently start in the church’s children’s choir, which practices at the school, right after regular class lessons.

The music school’s instrumental teachers, demonstrating their instruments, visit some ECS lectures and invite children to start in-school instrumental teaching. These visits are supervised by the school’s music teachers.

The Research Study

Class choirs are expected to have a measurable impact on well-being and the quality of students’ school life, which is being investigated in an accompanying research project (2018–2023), with a mixed, sequential design, that will be published later. However, this chapter includes only qualitative, mid-term results.

The qualitative part of the study provides analysis of data from (a) interviews (individual and in focus groups) with choir leaders, co-teachers/educators, parents, and school management, (b) analysis of the pedagogy in the co-teacher-choir leader collaboration, based on participant observation, interviews, and the choir leaders’ logbooks, (c) video recordings, and (d) mapping of the institutional culture of collaboration, especially the collaboration between church and school. The article here emphasizes the first two elements, as no actual video analyses have been carried out at present.

Individual interviews with choir leaders and school managers and focus group interviews with teachers/educators were made by the authors, at the end of each semester. Thematic analysis was used to identify how the fundamental assets described above came into play in daily practice, and how the involved choir leaders and co-teachers have experienced ECS as a new contribution to the school culture. Choir leaders have used logbooks to write short notes on each class choir lesson, including repertoire, atmosphere in the class, problems with specific children, and collaboration with co-teacher/pedagogue, and to provide an overall evaluation. Logbook entries have been analyzed with focus on recurrent themes and indications of pedagogical issues (problems as well as solutions). The authors have continuously worked on refining the research questions and the mixed research design derived from them, including choice of outcome measures, video observation practices, and analysis procedures. Basic concepts such as inclusion/exclusion and, not least, well-being have been clarified, as related to the ECS study.

Findings. Well-Being—A Complex Concept

Principal choir leader at HØS, Signe Sørensen, formulates her thoughts on students’ well-being as the overall purpose of ECS in the following way: “well-being is just such a word that our society thinks it is smart to use. But [for me], well-being [is] a combination of collaboration-related competencies, social skills, being present, empathy, [and] ability to accommodate to other people. All such things that make you happy as a human being.”

Over the past 25 years, the concept of well-being has gained more and more ground in the pedagogical discourse ( Boye 2013 ). In the compulsory Danish National Well-Being Survey (NWS), which is used in the quantitative part of the ECS survey, the survey of students’ well-being is operationalized in questions within four sub-themes (also called “indicators”): social well-being, academic well-being, support and inspiration from teachers, and order in the classroom. These sub-themes are synthesized in the indicator general school well-being. The indicators have emerged through factor analysis of the NWS questions (40 for 4th–9th grade, 20 for 0th–3rd). However, well-being can be understood and defined in many other ways. In the internationally used Quality of School Life (QSL) scale, 27 questions are gathered in three dimensions: (1) satisfaction with school in general, (2) commitment to school work, and (3) attitudes towards teachers ( Epstein and McPartland 1976 ). Another perspective on well-being is found in Goodenow and Grady’s concept of “school sense of belonging” ( Goodenow and Grady 1993 ), where “school affiliation” is described as “the extent to which students feel personally accepted, respected, included and supported by others in the school’s social environment.”

Of course, young children cannot be expected to have the capacity to distinguish precisely between these factors, and the validity of their answers must be taken with caution, as the children often respond from a “here-and-now” perspective, not a long-term perspective ( Holstein et al. 2020 ). We have observed how the survey is administered in practice at HØS, and ascertained that validity is challenged in many ways. Just to mention one example: the child is asked to answer each question (read by the teacher) personally and confidentially on his/her iPad. However, they sit close and often look to each other for the answer. Therefore, the children’s answers must be supplemented, for example, via interviews with the teachers or by sociometry. Teachers and educators often assess children’s well-being based on children’s behavior, using visual markers. Based on these more anthropologically based qualitative indicators, Boye (2013) distinguishes between “the Apollonian child” and “the Dionysian child” and highlights (alternatively) “the attuned child” as a theoretically sound concept that captures the ideal child for many educators: a happy child who smiles freely, laughs, seeks contact, and dares to engage in something new.

In the research literature, more and more emphasis is placed on students’ social and personal socio-emotional skills when assessing their well-being ( Eriksen, Hvidtfeldt, and Lilleør 2017 ). In Denmark, this way of thinking has served as background for several studies and projects, for example, the development of the comprehensive, well-being-oriented teaching material “Perspect” ( Larsen and Simonsen 2021 ). However, using the National Survey as an outcome measure, it has not been possible to document a well-being effect of the material. In ECS, the research team is aware of the many different conceptions of well-being and the underlying epistemological divergences, and therefore qualitative and quantitative methods are combined in the study of ECS’s possible well-being effects on the students in HØS. We have also realized that the National Well-Being Survey, with its validity problems, cannot stand alone as outcome measure.

Preliminary Results

It is not possible at present to calculate quantitative sub-results, not least because the database (i.e., the NT well-being register for school years 2018–2020) cannot be used to identify clear trends. Significant to our study, school years 2019/2020 and 2020/2021 have been strongly influenced by the COVID-19 pandemic and its impact on schools’ daily operations; it also affected ECS (for example, all children were sent home in March 2020 and again early 2021, which forced the choir leaders to develop video-based solutions).

Based on analysis of the data—more than 20 participant-/video-observations; eight individual/focus group interviews with children’s choir leaders, teachers, and educators; notes from training of choir leaders; and hundreds of logbook entries (over five semesters) from four choir leaders—it is possible to describe the special ECS pedagogy, based on the inclusive nature of joyful musicking with body and voice. The most important elements in this pedagogy are: (1) A co-teacher system, (2) Each student has a “choir partner,” (3) Discipline in the classroom lessons is maintained by both clear, simple, and subtle means, (4) ECS has several performative elements, (5) The song repertoire is developed in collaboration with the school’s teachers, (6) The school-church collaboration has mutual advantages, and (7) Other items.

1. The co-teacher system . It is very difficult for an external choir leader to establish a sufficiently safe teaching atmosphere in a class with children he or she does not know and sees only once per week. ECS has therefore, from the beginning, connected the choir leader with one of the individual class’s teachers (sometimes the class’s music teachers). This co-teacher knows the class well and also knows what the children are engaged in or dislike, including which children may have challenges of different kinds. The model has similarities with what is called “tandem-teaching” in the German JeKits-program. The teacher follows the class to the (music) room, groups the students together in pairs as “choir partners,” actively participates in the music making, and is in ongoing dialogue and interaction with the choir leader during the lesson. In this way, both songs and verbal dialogues can be directly related to the children’s daily lives and linked directly to inclusive work in/with the class. The teacher/pedagogue can also, if necessary, take a child outside the class for a break. The choir leaders’ logbooks indicate that it can be a big problem if the educator/co-teacher does not have the same “agenda” as the choir leader regarding the well-being of the class and/or a very different tolerance limit toward “noise and order in the class.”

2. The “choir partner” (or “singing mate”) . In every single ECS lesson, each child has a “choir partner,” usually appointed by the teacher. The partner is new in every session; the idea is precisely to connect the children in new ways so that they do not just adhere to the same, preferred peers. The teacher, who knows the children well, knows also whom to keep apart or bring together. The partners support and praise each other during the activities, and they talk together during periods when the choir leader asks them to discuss a current or relevant topic in the songs, for example, “What is a good friend?”, “What do you like best about the autumn?”, or they mirror each other in gestures or dance to the specific singing activity. This collaboration can intensify the individual student’s experience and develop curiosity and tolerance (see Figure 15.1 ). 6

At Herstedøester School, 31 nations/cultures are represented in a multi-ethnic community. The photo shows the choir mates Oliver and Hamnah. Co-teachers say that ECS can stimulate the children’s language development, especially for those who are not fluent in Danish. Photo by Kim Matthäi Leland.

3. Discipline . Both an OECD report ( Winner, Goldstein, and Vincent-Lancrin 2013 ) and Hallam (2015) mention that making music strengthens children’s listening skills and ability to concentrate. It is important that the ECS children learn the need for discipline in the class in order to focus on the choir leader and her instructions. This can be a problem in classes where the co-teacher accepts a fairly high level of restlessness and noise. Choir leader Signe Sørensen makes sure, for example, to regulate arousal in the class by playing guitar quietly, close to the children, while choir partners are appointed. She has also developed a system with physical “positions” (called “Status,” with gradings from 1 to 5), which students can take, depending on whether they can relax, must listen quietly and attentively, or must “sit on the edge of the chair,” completely ready to sing. These physical positions are immediately understood by the children, and it is fun for them to practice and take them. Teachers of other subjects know the positions and may also use them in other lessons. When this system works, discipline can in principle be maintained by musical means, namely by maintaining the pulse of a given song, even when not singing, and by limiting verbal instruction to a minimum. For Signe Sørensen, it is crucial that the students stand/sit in one row, typically in a half or almost full circle, so that no one “hides” and everyone is on the same communicative level. The children learn patience through the normal procedures, in which they often have to listen/stand still while others sing/move (see Figure 15.2 ).

Singing in line. Photo by Kim Matthäi Leland.

4. Performative elements . At the micro level, students learn to tune their behavior according to the demands of the situation. The class, for example, must not come tumbling into the room; the children are expected to enter as if they were to perform a song in a little while. The “positions” mentioned above make the children aware of the physical experience of readiness. Students are given many opportunities to become active physically, and students who sing particularly well or spontaneously invent fun gestures are allowed to “perform” in class as “lead singers” or “dancers.” At the macro level, the frequent performances—at morning assemblies, Spring concerts, and so on—are used as concrete starting points for training in walking in, standing still and alert, keeping concentration (even when others sing), receiving applause, and leaving the scene.

5. Song repertoire . A mixture of well-known and new Danish (children’s) songs is sung, as well as hymns from the school songbook, Dansk Sang , and special songs written by the choir leaders for ECS, related to children’s everyday life and to the school’s wishes and needs, for example, a “traffic song” and a “mathematics song.” There is also a “Solmization song” used to train children in the sol-fa signs. Between two and six songs are sung in each lesson. All songs must be catchy and relevant (somehow) to the children, and musically they must be suited to work with sound, dynamics, and body awareness. Very often the songs are “choreographed,” both ahead of time and in the moment, so the children can learn to coordinate song and movements—for themselves and with each other. There is also room for movement improvisations, which, for example, gives active boys an opportunity to release energy, and perhaps use movements traditionally associated with boys.

6. The church-school collaboration . One significant result of ECS is that the number of children enrolled in the church’s children’s choir has increased dramatically. In 2016–2018 (before ECS) the “Sprout choir” had between 7 and 15 singers; in 2019 it increased to 60, and in 2020 to 65. Cooperation between the two institutions takes place not only at an administrative level (including the necessary cooperation agreements). But it also involves “space”—because the church’s children’s choir sings now at school and vice versa, the ECS children occasionally come to church—and many of the children at HØS want to sing more and therefore sign up for the church choir. The “Sprout Choir” practices at school during leisure time in the afternoons—and thus for free, with easy access and in familiar surroundings, rather than in the church. This is all arranged to support the children in their song development process. Signe Sørensen points out that the collaboration is often challenged by the two institutions’ very different planning cultures and time horizons; in the Danish Church, planning is done well in advance, while in primary and lower secondary school, planning is often done on a day-to-day basis.

7. Other elements . A special initiative in Herstedøester is the church choir’s kindergarten initiative. The church’s choir leader, who is also choir leader in ECS, teaches five-year-old kindergarten children from a nearby kindergarten, the students from which become pupils in a 0th grade class at HØS the following school year. In this way, the choir leader becomes a security-creating figure in the school, because the children know him or her—probably the only “transitional figure” between the two worlds. The kindergarten choir is not directly part of the ECS model, but could easily become integrated. The Choir School at Herstedøester Church provides a crucial framework for the local community’s voluntary singing and music pedagogy. There are at present eight different offerings in choir and singing for all ages from 0–25 years: Baby hymn singing for parent(s) and baby (6–12 months), the little singers (1–4 years), Kindergarten choir (5 years), “Mini-sprout” choir (0th grade), “Sprout choir” (1st grade), Children’s Choir (2nd–3rd grade), Junior Choir (4th–6th grade), and Youth Choir (14–25 years). Taken together, the larger connection between the church’s choir school and ECS forms a framework for a local singing center, where about 450 children and young people sing in choirs in their leisure time, once or several times a week. The close cooperation between the culture-bearing institutions of school and church also helps to create cohesion in the local community “at child height,” while at the same time involving citizens across the generations, for example when attending the concerts.

ECS: A Special Singing Pedagogy? Further Analysis of Qualitative Data

In addition to the already mentioned structural and didactic elements, ECS is characterized by a special pedagogy. This has been described in detail through analysis of interviews with the choir leaders, who formulate their conscious understanding of the music pedagogical interaction between themselves and the children; via interviews with class teachers and educators, who are both co-players and observers; and finally, via observations and video analyses, which at the micro level can illuminate both verbal, non-verbal, and musical interaction in the lessons. 7

(1) The class choir leaders . Signe Sørensen, a graduate of The Royal Academy of Music, Aarhus/Aalborg, was assigned as the first ECS choir leader (2018–2019), with a special focus on developing both methodology and pedagogy, leading to training of new choir leaders (2019–2021). In an in-depth interview, she formulates a quite radical understanding of the “ECS paradigm.” The goal is to “develop collaborative competencies, social skills, presence skills, empathy, ability to attune to other people through song and movement,” and the tool is a flexible, intuitive pedagogy that puts the children’s well-being needs at the center.

It is fantastic that these children will develop good skills in reading music, in reading, they will improve their singing, they will be better at working with text. ECS is good for language comprehension, good for text pronunciation … But if you ask me what is most important to me, then it is the human dimension [ … ] These kids must have a good experience with singing. So, everything I do—all exercises, all songs, all warm-ups, all movements—is about getting into a flow that makes the kids happy. This demands a great deal of flexibility on the part of the choir leader: If I would all the time dare to give [the kids] what they need, then I cannot prepare anything at all. So, I have a list of songs I might want to sing, and of course I have prepared myself so that I know the songs by heart, but I have not made any program. (Interview with S. Sørensen 2020)

Sørensen trains the other ECS choir leaders, follows some of their lessons, and gives feedback, all with the primary purpose of creating security and joy in the class. The new choir leaders are trained in collaboration with the co-teachers, they find creative ways to manage the choir partner system, use fun and effective warm-up exercises, turn the choir leader’s attention toward the part as well as the whole, work with many kinds of voice qualities, being aware of involving children with special needs, and adapt singing techniques to the energy level in the class. “The children must feel we care about them—we must create a good atmosphere when you send them out the door, while playing the “Goodbye Song’.” “Say ‘Thank you for today,’ and remember to ask the co-teacher: ‘What was the best thing about the class today?’ ”—“We must turn up the ‘feel good’ experience.” (Quotes from course notes, June 2020). 8

(2) Teachers / educators (Analysis of “focus group interview,” February 2020). As mentioned earlier, HØS is a school with skilled music teachers, for example, they are responsible for the common morning song (two times a week), they teach a minimum of one “regular” music lesson per week in the classes, and they are hosts when instrument teachers from the local music school (by a municipal agreement) teach 0th and 1st grade. The high level of music activity clearly places HØS on the music teaching’s “A-team” in Danish schools ( Holgersen and Holst 2020 ). Analysis of the focus group / evaluation meeting, which occurred on February 4, 2020, among project manager, choir leaders, and the involved teachers, documents, among other things, (a) how important it is to have well-functioning logistics, (b) how the co-teachers view ECS in relation to the children’s learning and development, and (c) how the co-teachers view their own roles in the ECS project.

Important logistics themes include whether one or two ECS hours a week is the right schedule, especially in 0th, not oth grade, given that there are so many music activities; where on the schedule the hours are best located, given that five-to-seven-year-old children have the best concentration in the morning and can rarely keep concentration more than 30 minutes; and which rooms are best suited, given that there is a lot of “transport time” at a large school like HØS.

The co-teachers involved have all expressed a very positive view of ECS, “because it is good for the children to be a team about something, and singing gives joy,” as a 0th grade educator puts it. ECS can give some of the quieter children and some of the developmentally, emotionally, and physically challenged children an opportunity to flourish. Conversely, there are also children who either “shut down” because they are overstimulated, or disturb the class because they have difficulties concentrating for longer time. Classroom management is a matter of balance between part and whole, which the choir leader and “co-teacher” must pay close attention to. Group dynamics also play a part, as one teacher puts it: “If only a handful of children in the class are completely in favor of it, the rest of the class will follow.”

The teachers fully support the co-teacher system and praise the special discipline that comes with the clear ECS Game plan. Many of them are happy being placed in the system, … because it gives a break in a busy teacher’s day to be able to concentrate on observing and contributing discreetly to a calm and a good mood. However, more teachers, especially the music teachers, would like to have a more active musical role in ECS lessons. The large concerts that the choir leaders are responsible for are highlighted as a special contribution to the school environment and music teaching. The discussion also documents that the classes and their environment are very different. The same activity can therefore turn out very differently in the individual classes.

(3) In both 2020 and 2021, HØS was closed for long periods due to the coronavirus pandemic. However, the choir leaders managed to conduct “outdoor choir singing” as well as develop solutions for “Covid-19 Homeschooling” by “video class choir lessons.” Almost all the elements of ECS pedagogy were unchanged in play, and researcher observation of video classes confirmed that children were joyfully engaged in singing and moving.

Based on results from Sing Up ( Welch et al. 2014 ) and other studies of children’s “singing as a developmental behavior,” Welch concludes that “singing ability normally develops with age and can be enhanced if children experience an appropriately rich educational program. Moreover, there are also other potential benefits of successful singing experience in that children are more likely to have a positive self-concept and sense of being socially included” ( Welch 2019 ).

After almost three years, videos and observations of ECS confirm that the children involved have developed their singing ability more than the older children in the same school—maybe “two years in advance developmentally,” as was the case in Sing Up . However, singing ability and development are not tested in ECS, simply because the study focuses on extra-musical benefits, especially well-being and inclusion. If well-being effects of the ECS prototype at HØS can be documented through quantitative elements of the study’s mixed design, this will add to the evidence from Sing Up , JeKits , and also from the Swiss, German, and Finnish studies showing—not least by sociometry—that “extra music classes” are more inclusive and less exclusive, thus creating a more motivating learning environment, improved well-being, and a higher quality of school life.

References to international studies are not sufficient to obtain grants, so quantitative effect results will probably be a necessary foundation for the ECS project’s subsequent, planned phases: Phase 2, where the HØS prototype is tested with effect-evaluations in different locations and school types in Denmark, and Phase 3, where the model is made available to all interested municipalities in the country.

The qualitative results alone are of great importance for the design of the two manuals that will become the basis for the spread of the project: (1) a pedagogical-didactic manual (with video examples of all elements described above), and (2) a structural-organizational manual that describes the cooperation between the actors, especially church and school, but also between choir leaders and school teachers.

In this discussion, however, we must limit ourselves to some of the project’s sub-themes:

• mental health : ECS focuses on class choirs’ influence on the learning environment, and on the premise that there is a close connection between social well-being and professional well-being—as documented in many Danish and international studies of school well-being. As mentioned earlier, Signe Sørensen has developed a new singing-well-being paradigm. In all the studies mentioned in the literature review, development of singing or musical competences have been both the primary goal and the potential means of diverse extra-musical (transfer) effects (cognitive performance, well-being, inclusion). In ECS, the children’s and their class’s well-being is more important than both singing technique and “curriculum,” and Sørensen emphasizes that even if there must be order in the class, there must also be room for slight chaos that may be due to children’s real, authentic problems. Class choirs can thus sometimes function as a “free space,” away from classes with many challenges, and as a creative “breathing space” for classes that are in a good flow. This focus on flow and health is also seen in the new Swedish study “Singing Health” (“Sånghälsa”) where the research questions include: (a) whether singing or health comes first in the pedagogy, (b) can singing promote resilience, and how? ( Ruksenas 2012 ; Rickson, Reynolds, and Legg 2018 ).

  a multicultural perspective : ECS must embrace (a) students with different ethnic backgrounds, and (b) church and school as different cultures. Theme (a): In the interviews and logbooks, it is remarkable how little the choir leaders mention children’s ethnic background as a variable—Signe Sørensen actually maintains that there is no difference between ethnic groups in ECS behavior! This theme has not been found in the literature, and it should be investigated more thoroughly to determine whether and how ECS helps to downplay ethnic differences, or whether this is characteristic of the school environment as a whole. Theme (b): The very different planning cultures of the two institutions are a constant challenge. If, for example, serious work is to be done with performative elements such as a Spring concert, the school must improve long-term planning, especially because it is an ECS goal that neither choir leaders, co-teachers, nor children must experience stress in the process.

  interaction/communication : there are several important communication axes in ECS: (a) choir leader-children, (b) choir leader-co-teachers/-pedagogues, and (c) choir leader-school management. Two very special aspects of ECS, which have not been found in the literature, are the co-teacher system and the fact that the choir leaders work with all classes in a grade (and many of their teachers) and thus witness the often-substantial difference in “class identity” and in teachers’ styles, for example, in relation to handling “noise in the class.” In the ECS pilot study of four grades (12–16 classes with up to 300 children aged 6–9), this cross-cutting perspective was initially a challenge, but by virtue of regular meetings with the teachers, the differences can be described and clarified—with the possibility of adjustments and matching of expectations between co-teachers and choir leaders. The first two communication axes are seen in the individual hours, and, if possible, there should be an immediate evaluation dialogue leading to rapid adjustment in the following sessions. Meetings with the co-teachers/-pedagogues are very important for creating a common understanding. The HØS management allocates time to such meetings.

  voice problems : Consuming web-music may not need teaching, but participation in community singing needs early, inclusive, quality musicking teaching, to prevent “voice shame” ( Schei and Schei 2017 ) in young and adult persons. In ECS, as in some other studies, bodily-based learning is seen to prevent children developing “voice shame.” ECS aims to teach the children that “singing is something we just do,” a natural way of expressing yourself. Signe Sørensen describes a class in which the girls initially thought it was cool to sing, while the boys did not like it. But thanks to the regular repetition of singing experiences, spaciousness, safety, and playful atmosphere in the ECS lessons, and also positive experiences with the concerts, singing has become something natural for both boys and girls. The children in the youngest classes have no problems “performing” (solo) for each other, and both boys and girls are allowed to show what special talent they may have. They are not tested (as in Sing Up ), but placed in situations where they can flourish with their personal, smaller, or larger talents.

  the gender perspective : Many studies have shown that girls in the first years of schooling have better singing competencies than boys do—and related to that, girls often are more motivated to sing than boys are ( Welch 2019 ). ECS seeks to motivate all children, whether they are more quiet or out-going, more passive or (hyper-)active. In addition, with movement as an integrated aspect of singing, there is also a place to manifest children’s special, outward-going energy, which can be given a framework and a purpose in the songs’ changing body appeal and choreography.

  creativity : formats (“concerts,” internal and external) are developed; the singing lessons can also serve as preparation for any later instrumental lessons. ECS collaborates with the local music school, whose teachers are invited to present the instruments during ECS lessons. A potential, planned sequential collaboration between school, church, and music/culture schools was not found in the literature.

  early school years as a special phase in life : The children’s experience of being/learning in school is of great importance for their experience of the quality of school life (QSL) later. ECS can contribute with a playful and embodied approach to learning, which at the same time emphasizes the social relationships and the children’s development of socio-emotional competencies. The Danish public health study ( Bonde, Juel, and Ekholm 2018 ) showed the importance of music in childhood for adult engagement in music and healthy lifestyles.

  Inclusion : The large-scale studies in Switzerland, Germany, and Finland all point to enhanced inclusion in the class as an effect of extended music teaching and learning. However, “musical inclusion” is not often studied in public schools with multi-ethnic populations and with general “inclusion” of children with special needs in ordinary classes. In Denmark, a school reform in 2014 had this inclusion as a goal. However, several (national) studies have shown that school class inclusion has been decreasing since 2016 (Social- og Indenrigsministeriet [The Ministry of the Interior and Social Affairs] 2019). In the ECS study, we plan to collect data on segregation and absence from class as a measure for “true” inclusion. Sociometric measures of inclusion/exclusion in the class may enable a comparison with the results of the “ Sing Up ” survey. Results from the British study indicate that targeted class singing lessons not only improve students’ singing abilities, but also promote the experience of inclusion.

Everyone Can Sing shows major differences from the protocols mentioned in the literature on music/singing and well-being in school. ECS has a specific protocol—even paradigm—with focus on singing as a medium of creating children’s well-being in school through joy of community singing and moving to music. The first three prototype years with ECS at the Danish primary school HØS have documented that the class choir model, with its essential co-teacher system, works in practice, and that it is not dependent on a single, charismatic choir leader and her ideas. The quality of school singing has increased, and many children now sing not only in their class choir but also in one of the church’s children’s choirs. The pedagogy can be disseminated and trained (so far, a total of five choir leaders have been involved, and new choir leaders participate in education at the prototype school). ECS has even turned out to work in connection with homeschooling during the COVID-19 pandemic. The concept of well-being has proven to be partly controversial and at least very differentiated, and therefore the design of the research project must be adjusted so that it becomes possible to study the effect of ECS not only by the national well-being Survey, but also by sociometry and register data on inclusion and segregation.

See also: Frede V Nielsen, “Musikfaget i Undervisning Og Uddannelse Status Og Perspektiv 2010” (Music as a subject in the Danish educational system. Status and perspectives 2010).

In Norway, the project SANGBARSK (from 2019) has mapped the singing situation in kindergarten and public schools. In Sweden the project SÅNGHALSA (Singing Health in Schools) begins in 2021 as a five-year longitudinal study of the influence of singing on children’s cognitive and language development and their social well-being.

Financial support is shared locally by the church, the school, and the borough, with assistance of other funds.

In the JeKiss-pilotphase final schoolchoirs concert (July 2010, NRW State Secretary of Education and Culture), Hans-Heinrich Große-Brockhoff (2010) , one of the fathers of this great community musicking project, said: “Dear children. When we started three years ago, as an experiment in the Ruhr area, and realized the model project Every Child One Instrument, we made a crucial mistake. The first instrument that every person, every child has, is their own voice. And it is so important that we learn this instrument first.”

The Danish Ministry of Education calculates the performance of students in grade 9 of each public school and makes that data public in a comparative “socio-economic reference”: the mean of schools with a comparable social, ethnic and parental educational profile. In the years 2016–2019, HØS fell below the mean. Statistics of the childrens’ performance at Herstedøster Skole may be found at Børne- og Ungeministeriet , https://uddannelsesstatistik.dk/Pages/Institutions/165019.aspx?dashboard=Socioøkonomisk%20Reference .

In 2018, the Social Democratic Party in Denmark set as a goal that no schools should have more than 30% children with a non-Western background. However, in August 2021, with SPD governing, the situation is unchanged. At Herstedøester School, 232 of the 920 children (25%) have a non-Western Background in 2021. Thirty one nations/cultures are represented in this multi-ethnic community.

Again, COVID-19 restrictions have delayed the planned development of advanced video recording and analysis; therefore, videos analyses are not included here.

The ECS methodology and pedagogy will be compiled in a manual with video examples and model songs.

Alemán, Xiomara , Suzanne Duryea , Nancy G Guerra , Patrick J Mcewan , Rodrigo Muñoz , Marco Stampini , and Ariel A Williamson . 2017. “The Effects of Musical Training on Child Development: A Randomized Trial of El Sistema in Venezuela.” Prevention Science 18: 865–878. https://doi.org/10.1007/s11121-016-0727-3 .

Baker, Geoffrey , and Ana Lucía Frega . 2018 . “ ‘Producing Musicians like Sausages’: New Perspectives on the History and Historiography of Venezuela’s El Sistema. ” Music Education Research 20, no. 4: 502–516. https://doi.org/10.1080/14613808.2018.1433151 .

Google Scholar

Baker, Geoffrey , and William Cheng . 2021. “Opinion: The ‘Open Secret’ of Sexual Abuse in Venezuela’s Famous Youth Orchestra Program Is Finally Exposed.” The Washington Post , May 27. https://www.washingtonpost.com/opinions/2021/05/27/venezuela-me-too-yo-te-creo-sexual-abuse-el-sistema-youth-orchestra/ .

Balsnes, Anne Haugland.   2017 . “ The Silver Voices: A Possible Model for Senior Singing. ” International Journal of Community Music 10, no. 1: 59–69. https://doi.org/10.1386/ijcm.10.1.59_1 .

Balsnes, Anne Haugland.   2018 . “Singing for a Better Life: Choral Singing and Public Health.” In Music and Public Health—A Nordic Perspective , edited by Lars Ole Bonde and Töres P. Theorell , 167–186. New York: Springer.

Google Preview

Bastian, Hans Günther , Adam Kormann , and Roland Hafen   2000 . Musik (Erziehung) Und Ihre Wirkung: Eine Langzeitstudie an Berliner Grundschulen . Mainz: Schott.

Bastian, Hans Günther. 2008. “Nach langem Schweigen: Zur Kritik an der Langzeitstudie „Musikerziehung und ihre Wirkung”” (2000). Verfügbar. http://www.dirk-bechtel.de/wiki/images/e/e7/Zur_Kritik_an_Wirkungsstudie.pdf [19.09. 2012]..

Bonde, Lars Ole.   2011 . “ Health Music(k)Ing—Music Therapy or Music and Health?: A Model, Empirical Examples and Personal Reflections. ” Music and Arts in Action 3 (2 Special issue: Health promotion and wellness): 120–140. http://musicandartsinaction.net/index.php/maia/article/view/healthmusicingmodel/58 .

Bonde, Lars Ole , Ola Ekholm , and Knud Juel . 2018 . “ Associations between Music and Health-Related Outcomes in Adult Non-Musicians, Amateur Musicians and Professional Musicians—Results from a Nationwide Danish Study. ” Nordic Journal of Music Therapy 27, no. 4: 262–282.

Bonde, Lars Ole , and Töres Theorell . 2018 . Music and Public Health—A Nordic Perspective . Edited by Lars Ole Bonde and Töres Theorell . New York: Springer. https://doi.org/10.1007/978-3-319-76240-1 .

Boyce-Tilman, June.   2019 . “Unchained Melody: The Rise of Orality and Therapeutic Singing.” In The Oxford Handbook of Singing , edited by Graham F. Welch , David M. Howard , and John Nix , 935–963. Oxford: Oxford University Press.

Boye, Anette.   2013 . “ Når Børn Trives i Børnehaven. ” PhD diss., Syddansk Universitet.

Cirelli, Laura K. , Kathleen M. Einarson , and Laurel J. Trainor . 2014 . “ Interpersonal Synchrony Increases Prosocial Behavior in Infants. ” Developmental Science 17, no. 6: 1003–1011. https://doi.org/10.1111/desc.12193 .

Cirelli, Laura K. , Stephanie J. Wan , and Laurel J. Trainor . 2016. “ Social Effects of Movement Synchrony: Increased Infant Helpfulness Only Transfers to Affiliates of Synchronously Moving Partners. ” Infancy 21, no. 6 (Nov): 807–821. https://doi.org/10.1111/infa.12140

Clift, Stephen.   2012 . “Singing, Wellbeing, and Health.” In Music, Health, and Wellbeing , edited by R. MacDonald , G. Kreutz , and L. Mitchell , 113–124. Oxford: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199586974.003.0009 .

Clift, Stephen , Grenville Hancox , Ian Morrison , Don Stewart , Gunter Kreutz , and Bärbel Hess . 2010 . “ Choral Singing and Psychological Wellbeing: Quantitative and Qualitative Findings from English Choirs in a Cross-National Survey. ” Journal of Applied Arts and Health 1, no. 1: 19–34. https://doi.org/10.1386/jaah.1.1.19/1 .

Creech, Andrea , Patricia Gonzalez-Moreno , and Lisa Lorenzino . 2013 . “ El Sistema and Sistema-Inspired Programmes: Principles and Practices. ” In Proceedings of the 25th International Seminar of the ISME Commission on Research , 77–97.

Eerola, Päivi Sisko , and Tuomas Eerola . 2014 . “ Extended Music Education Enhances the Quality of School Life. ” Music Education Research 16, no. 1: 88–104. https://doi.org/10.1080/14613808.2013.829428 .

Ekholm, O. , K. Juel , and L. O. Bonde . 2016 a. “ Associations between Daily Musicking and Health: Results from a Nationwide Survey in Denmark. ” Scandinavian Journal of Public Health 44, no. 7: 726–732. https://doi.org/10.1177/1403494816664252 .

Ekholm, O. , K. Juel , and L. O. Bonde . 2016 b. “ Music and Public Health—An Empirical Study of the Use of Music in the Daily Life of Adult Danes and the Health Implications of Musical Participation. ” Arts and Health 8, no. 2: 154–168. https://doi.org/10.1080/17533015.2015.1048696 .

Epstein, Joyce L. , and James M. McPartland . 1976 . “ The Concept and Measurement of the Quality of School Life. ” American Educational Research Journal 13, no. 1: 15–30.

Eriksen, Hanne-Lise Falgreen , Camilla Hvidtfeldt , and Helene Bie Lilleør . 2017 . “ Family Disruption and Social, Emotional and Behavioral Functioning in Middle Childhood. ” Journal of Child and Family Studies 26, no. 4: 1077–1089. https://doi.org/10.1007/s10826-016-0631-2 .

Garrote, Ariana , Franziska Felder , Helena Krähenmann , Susanne Schnepel , Rachel Sermier Dessemontet , and Elisabeth Moser Opitz . 2020 . “ Social Acceptance in Inclusive Classrooms: The Role of Teacher Attitudes Toward Inclusion and Classroom Management. ” Frontiers in Education 5: 198. https://doi.org/10.3389/feduc.2020.582873 .

Gembris, Heiner , Rudolf-Dieter Kraemer , and Georg Maas . 2001 . Macht Musik wirklich klüger? Musikalisches Lernen und Transfereffekte . Musikpädagogischen Forschungsberichten 22, Unterreihe Forschungsberichte zur Musikpädagogik 8. Augsburg: Wissner-Verlag.

Goodenow, Carol , and Kathleen E. Grady . 1993 . “ The Relationship of School Belonging and Friends’ Values to Academic Motivation among Urban Adolescent Students. ” The Journal of Experimental Education 62, no. 1: 60–71.

Große-Brockhoff, Hans-Heinrich. 2010. “JeKiss Concert Introduction.” Accessed September 27, 2021. https://www.youtube.com/watch?v=Ua-n0mGTBKE&t=138s .

Hallam, Susan.   2015 . The Power of Music. Research Synthesis of the Impact of Actively Making Music on the Intellectual, Social and Personal Development of Children and Young People . London: International Music Education Research Centre (iMERC) Press.

Holgersen, Sven-Erik , Lars Ole Bonde , and Stefan Ingerslev . 2020 . “Andre Aktører Inden for Musikundervisning Og -Uddannelse.” In Musikfaget i Undervisning Og Uddannelse. Status Og Perspektiv , edited by Sven-Erik Holgersen and Finn Holst , 192–197. Aarhus: Danish School of Education.

Holgersen, Sven-Erik , and Finn Holst , eds. 2020 . Musikfaget I Undervisning Og Uddannelse: Status Og Perspektiv 2020 . Musikpædagogiske Studier, DPU; Bind 2 . Aarhus: DPU.

Holstein, Bjørn E , Hans Henrik Knoop , Marianne Laflor , and Hanne Viskum . 2020. “Skoletrivsel Og Social Kompetence.” Report. https://dcum.dk/media/2855/2020-02-19-dcum-rapport-social-kompentece-og-skoletrivsel-web.pdf

Jacobsen, Stine Lindahl , Inge Nygaard Pedersen , and Lars Ole Bonde , eds. 2019 . A Comprehensive Guide to Music Therapy . 2nd ed. London and New York: Jessica Kingsley.

Kirschner, Sebastian , and Michael Tomasello . 2010 . “ Joint Music Making Promotes Prosocial Behavior in 4-Year-Old Children. ” Evolution and Human Behavior 31, no. 5: 354–364. https://doi.org/10.1016/j.evolhumbehav.2010.04.004 .

Knigge, Jens.   2004 . Die Bastian-Studie im öffentlichen Diskurs . Munich: GRIN Verlag.

Larsen, Anna Folke , and Marianne Simonsen . 2021 . Social Emotional Learning in the Classroom: One-year Follow-up Results from PERSPEKT 2.0. Aarhus BSS, Department of Economics and Business Economics, Aarhus University.

Lindblad, Frank , Åsa Hogmark , and Töres Theorell . 2017 . “ Music Intervention for 5th and 6th graders—Effects on Development and Cortisol Secretion. ” Stress and Health 23: 9–14.

Lindvang, Charlotte , and Bolette D. Beck , eds. 2017 . Musik, Krop Og Følelser. Neuroaffektive Processer i Musikterapi . København: Frydenlund Academic.

Malloch, Stephen N. , and Colwyn Trevarthen , eds. 2009 . Communicative Musicality: Exploring the Basis of Human Companionship. Oxford: Oxford University Press.

Norton, Kay.   2015 . Singing and Well-Being. Ancient Wisdom, Modern Proof . New York: Routledge.

Rabinowitch, Tal Chen , Ian Cross , and Pamela Burnard . 2013 . “ Long-Term Musical Group Interaction Has a Positive Influence on Empathy in Children. ” Psychology of Music 41, no. 4: 484–498. https://doi.org/10.1177/0305735612440609 .

Rickson, Diane. , Legg, R. , and Reynolds, D.   2018 . “ Daily Singing in a School Severely Affected by Earthquakes: Potentially Contributing to Both Wellbeing and Music Education Agendas?”   New Zealand Journal of Teachers’ Work 15, no. 1: 63–84.

Roden, Ingo , Gunter Kreutz , and Stephan Bongard . 2012 . “ Effects of a School-Based Instrumental Music Program on Verbal and Visual Memory in Primary School Children: A Longitudinal Study. ” Frontiers in Psychology 3. https://doi.org/10.3389/fpsyg.2012.00572 .

Ruksenas, Joanne.   2012 . “ Singing as Resilience: The Missing Link in Education? ” International Congress of Voice Teachers. Paper. Brisbane, Australia.

Ruud, Even.   2020 . Toward a Sociology of Music Therapy: Musicking as a Cultural Immunogen . Dallas, TX: Barcelona.

Schei, Tiri Bergesen , and Edvin Schei . 2017 . “ Voice Shame: Self-Censorship in Vocal Performance. ” The Singing Network 1: 1–10.

Stensæth, Karette.   2019 . Responsiveness in Music Therapy Improvisation: A Perspective Inspired by Mikhail Bakhtin . Dallas, TX: Barcelona.

Tarr, Bronwyn , Jacques Launay , Emma Cohen , and Robin Dunbar . 2015 . “ Synchrony and Exertion during Dance Independently Raise Pain Threshold and Encourage Social Bonding. ” Biology Letters 11, no. 10: 1–4. https://doi.org/10.1098/rsbl.2015.0767 .

Tarr, Bronwyn , Jacques Launay , and Robin I.M. Dunbar . 2014. “ Music and Social Bonding: ‘Self-Other’ Merging and Neurohormonal Mechanisms. ” Frontiers in Psychology 5 (September): 1–10. https://doi.org/10.3389/fpsyg.2014.01096 .

Trainor, Laurel J. , and Laura Cirelli . 2015 . “ Rhythm and Interpersonal Synchrony in Early Social Development. ” Annals of the New York Academy of Sciences 1337, no. 1: 45–52. https://doi.org/10.1111/nyas.12649 .

Vickhoff, Björn , Helge Malmgren , Rickard Åström , Gunnar Nyberg , Mathias Engvall , Johan Snygg , Michael Nilsson , and Rebecka Jörnsten . 2013. “ Music Determines Heart Rate Variability of Singers. ” Frontiers in Psychology 4 (July): 1–16. https://doi.org/10.3389/fpsyg.2013.00334 .

Weber, Ernst W. , Maria Spychiger, and Jan-Luc Patry . 1993 . Musik Macht Schule. Biografie Und Ergebnisse Eines Schulversuchs Mit Erweitertem Musikunterricht . Essen: Die Blaue Eule.

Welch, Graham F.   2019 . “Singing and Vocal Development.” In The Oxford Handbook of Singing , edited by Graham F. Welch , David M. Howard , and John Nix , 509–532. Oxford: Oxford University Press.

Welch, Graham F. , Evangelos Himonides , Jo Saunders , Ioulia Papageorgi , and Marc Sarazin . 2014. “ Singing and Social Inclusion. ” Frontiers in Psychology 5 (July): 1–12. https://doi.org/10.3389/fpsyg.2014.00803 .

Williams, Kate E. , Margaret S. Barrett , Graham F. Welch , Vicky Abad , and Mary Broughton . 2015 . “ Associations between Early Shared Music Activities in the Home and Later Child Outcomes: Findings from the Longitudinal Study of Australian Children. ” Early Childhood Research Quarterly 31: 113–124. https://doi.org/10.1016/j.ecresq.2015.01.004 .

Winner, Ellen , Thalia R. Goldstein , and Stéphan Vincent-Lancrin . 2013 . Art for Art’s Sake? The Impact of Arts Education. Educational Research and Innovation. Organisation for Economic Co-operation and Development (OECD). Online report. https://doi.org/10.1787/9789264180789-en .

• About Oxford Academic
• Publish journals with us
• University press partners
• What we publish
• New features  
• Open access
• Institutional account management
• Rights and permissions
• Get help with access
• Accessibility
• Advertising
• Media enquiries
• Oxford University Press
• Oxford Languages
• University of Oxford

Oxford University Press is a department of the University of Oxford. It furthers the University's objective of excellence in research, scholarship, and education by publishing worldwide

• Copyright © 2024 Oxford University Press
• Cookie settings
• Cookie policy
• Privacy policy
• Legal notice

This Feature Is Available To Subscribers Only

Sign In or Create an Account

This PDF is available to Subscribers Only

For full access to this pdf, sign in to an existing account, or purchase an annual subscription.

• CPA NEW SYLLABUS 2021
• KCSE MARKING SCHEMES
• ACTS OF PARLIAMENT
• UNIVERSITY RESOURCES PDF
• CPA Study Notes
• INTERNATIONAL STANDARDS IN AUDITING (ISA)
• Teach Yourself Computers

KNEC / TVET CDACC STUDY MATERIALS, REVISION KITS AND PAST PAPERS

Quality and Updated

KNEC, TVET CDACC NOTES AND PAST PAPERS

DIPLOMA MATERIALS

• KNEC NOTES –  Click to download
• TVET CDACC PAST PAPERS – Click to download

CERTIFICATE MATERIALS

• KNEC CERTIFICATE NOTES – Click to download

Reading & Math for K-5

• Kindergarten
• Learning numbers
• Comparing numbers
• Place Value
• Roman numerals
• Subtraction
• Multiplication
• Order of operations
• Drills & practice
• Measurement
• Factoring & prime factors
• Proportions
• Shape & geometry
• Data & graphing
• Word problems
• Children's stories
• Leveled Stories
• Context clues
• Cause & effect
• Compare & contrast
• Fact vs. fiction
• Fact vs. opinion
• Main idea & details
• Story elements
• Conclusions & inferences
• Sounds & phonics
• Words & vocabulary
• Reading comprehension
• Early writing
• Numbers & counting
• Simple math
• Social skills
• Other activities
• Dolch sight words
• Fry sight words
• Multiple meaning words
• Prefixes & suffixes
• Vocabulary cards
• Other parts of speech
• Punctuation
• Capitalization
• Narrative writing
• Opinion writing
• Informative writing
• Cursive alphabet
• Cursive letters
• Cursive letter joins
• Cursive words
• Cursive sentences
• Cursive passages
• Grammar & Writing

Breadcrumbs

• Long division

Download & Print Only $5.70

4th Grade Math Worksheets: Long Division

Long division worksheets.

Long division is a skill which requires a lot of practice with pencil and paper to master. Our grade 4 long division worksheets cover long division with one digit divisors and up to 4 digit dividends .

Sample Grade 4 Long Division Worksheet

More division worksheets

Explore all of our division worksheets , from simple division facts to long division of large numbers.

What is K5?

K5 Learning offers free worksheets , flashcards  and inexpensive  workbooks  for kids in kindergarten to grade 5. Become a member  to access additional content and skip ads.

Our members helped us give away millions of worksheets last year.

We provide free educational materials to parents and teachers in over 100 countries. If you can, please consider purchasing a membership ($24/year) to support our efforts.

Members skip ads and access exclusive features.

Learn about member benefits

This content is available to members only.

Join K5 to save time, skip ads and access more content. Learn More

• Forgot Password?

Watch CBS News

Breaking Local News, First Alert Weather & Community Journalism

CBS News Live

Cbs news bay area: local news, weather & more.

• Nov 18, 2019
• CBS News Bay Area

Weather Where You Live

Find us on YouTube

Salesforce Tower Cams

Jefferson Awards

Top stories.

2 wounded in shooting at Oakland's Skyline High School graduation

The graduation ceremony at Skyline High School in Oakland were marred Thursday evening by a shooting. Authorities say two adults were wounded, adding that two people were detained.

• updated 36M ago

S.F. merchants demand SFMTA director's resignation over bike lane controversy

Mission District merchants have formed Valencia Association of Merchants, Artists, Neighbors and Organizations (VAMANOS) dedicated to fighting a controversial center bike lane on Valencia Street.

Contra Costa firefighters respond to 2 vegetation fires in Antioch

Fire officials said two brush fires that broke out in Antioch on Thursday afternoon were contained without injuries or damage to structures.

BottleRock Napa Valley starts Friday. Here's what to know.

The 2024 edition of BottleRock Napa Valley brings three days of music, gourmet food and regional wines to the North Bay this Memorial Day weekend with headliners Pearl Jam, Ed Sheeran, Stevie Nicks, Maná and more.

Carnaval San Francisco 2024 names official King and Queen

Amid the vibrant festivities of San Francisco's annual Carnaval celebration, Yeison Jimenez and Monica Mendoza have been selected as the official king and queen for 2024.

Police shooting in San Francisco's Bayview under investigation

Police said officers used less-lethal force to subdue a man reported to be carrying a rifle in San Francisco's Bayview neighborhood Thursday afternoon.

Win a Family Four Pack of tickets to the June 7th Oakland Ballers game

Enter for your chance to win a Family Four Pack of tickets to the Oakland Ballers Friday, June 7th, vs. the Yolo High Wheelers.

Bay Area researchers test how human hair can improve soil

Researchers at UC Berkeley and ecologists at the Presidio in San Francisco are digging into the question: can human hair supercharge the soil on our farms and fields and help us fight the impacts of climate change?

California teachers union pays for attack ad on Gov. Gavin Newsom

The ad blasts the governor and warns against bigger class sizes and thousands of teacher layoffs because of the cuts the governor made​ to fill the deficit.

CBS News California Investigates

Pothole damage claims on California freeways triple

A CBS News California investigation finds Caltrans only approved 1 out of every 25 damage claims from potholes and debris in the first half of 2023.

California freeways with the most damage claims

Caltrans is denying more freeway damage claims, approving fewer than 10% over the last five and a half years. How many have they approved in your county and which highways are the worst?

Sexually violent predators set for release into California communities, prompting concerns at state capitol

CBS News California has identified a spike in the number of "sexually violent predators" who are being granted conditional release by the Department of State Hospitals amid an ongoing struggle to find housing for the men. The reporting prompted several proposed changes to state law, but, one by one, the bills are dying inside California's capitol.

With grandson at the helm, famed bakery in SF Japantown celebrates 50 years

A Japanese-American bakery in San Francisco and its famous coffee crunch cake turn 50 years old this year. The man now running the bakery in the city's Japantown seeks to continue his grandfather's legacy.

Community comes together to revitalize Japantown language school

Kinmon Gakuen in San Francisco's Japantown is poised to undergo a major facelift after community leaders spearheaded a fundraising effort.

Japanese taiko drumming provides cultural connection for SJ percussion troupe

An ancient Japanese art form that connects people to their heritage with each pounding beat, taiko drumming was recently on full display at the 46th annual Nikkei Matsuri Festival​ in San Jose's Japantown​.

Martial arts studio in Daly City helping Filipinos connect to their culture

Filipino martial arts has a long tradition of combining culture, history, and language but has remained relatively unknown, even in the Philippines. A Bay Area martial arts master and his students hope to change that.

As 2024 vote looms, San Francisco's AAPI vote flexes its muscle

Asian Americans make up 33.7 percent of the San Francisco population and are an important voting block in the mayoral election.

Project Earth

How human hair can help tackle challenges associated with climate change

Scientists are saying human hair could be the biggest sustainable textile on the planet that can be used to address some major issues linked to climate change.

San Jose enlisting the help of its residents to improve recycling rates

Most recyclables are ending up in landfills but one Bay Area city is hoping to remedy that situation with the help of its community.

Research scientists track valuable bats to help protect them as climate warms

Some people think they're spooky and sinister, but bats play a critical role in maintaining California's ecosystem as well as the state's valuable agriculture industry. Now climate change is threatening their populations.

Bay Area scientists use game-changing technology to help birds amid climate change

Bay Area scientists are using cutting-edge technology to better understand the decline in bird populations while finding ways to help species that are challenged.

A's hit 2 tying homers in late innings and score 5 runs to rally past Rockies

The Oakland A's stunned the Colorado Rockies 10-9 on Thursday in the rubber match of a three-game series.

Giants rally from a big deficit again in 7-6 win over Pirates

The Giants spoiled a solid start by Pirates rookie Paul Skenes to surge to a 7-6 win on Thursday.

Giants rally from a 5-run deficit to top the Pirates 9-5

Patrick Bailey hit the first of three RBI singles in a four-run 10th inning, and the San Francisco Giants rallied from a five run deficit for a 9-5 win over the Pittsburgh Pirates on Wednesday night.

Oakland announces plan to sell its share of Coliseum ownership

The city of Oakland has reached an agreement to sell its 50 percent ownership share of the Coliseum to a local buyer, the African American Sports and Entertainment Group.

Bay Area woman speaks about historic swim to Farallon Islands

A California woman recently made history by completing the punishing swim from the Golden Gate Bridge to the Farallones, a treacherous journey through the freezing cold, shark-infested waters - all without a wet-suit.

Sale of city's Coliseum share gives Oakland budget breathing room

Oakland city leaders have announced that a deal to sell the city's stake in the Oakland Coliseum has opened up a budget cushion that avoids serious cuts to city programs - for now.

City of San Mateo sued by nonprofit over new housing plan

Just one day after the San Mateo City Council adopted a new housing plan, a nonprofit and San Francisco-based law firm has filed a lawsuit against the city.

Anti-pollution Measure J sees backlash from Sonoma farmers

A summer of discontent is looming in Sonoma County, as Measure J sets the stage for an old story: animal activists vs. large-scale poultry and cattle ranching.

Migrant crossings at U.S.-Mexico border plunge 54% from record highs

In the first 21 days of May, Border Patrol agents recorded a daily average of roughly 3,700 migrant apprehensions between ports of entry, a 54% decrease from December.

First Alert Weather

First Alert Weather Thursday night forecast 5-23-24

You can expect to see a cool-down heading into the Memorial Day weekend, says meteorologist Darren Peck.

Wednesday morning First Alert weather forecast 5-23-2024

Jessica Burch has the forecast for the Memorial Day holiday weekend and more.

Wednesday evening First Alert weather forecast - 5/22/2024

Mild temperatures continue for the Bay Area through Thursday. Chief meteorologist Paul Heggen has the forecast.

Wednesday morning First Alert weather forecast with Jessica Burch - 5/22/24

On Wednesday, expect winds to increase, particularly along the coast and in the North Bay. Coastal highs are in the 60s, while highs will reach the 80s inland. Jessica Burch has the forecast. Website: http://kpix.com/ YouTube: http://www.youtube.com/CBSSanFrancisco Facebook: https://www.facebook.com/CBSSanFrancisco Instagram: https://www.instagram.com/kpixtv/ Twitter: https://twitter.com/KPIXtv

Current Conditions

More Weather

Latest Videos

De La Salle High School football team to play in London

The De La Salle High School football team is no stranger to playing in national championships but now they're heading across the pond for a once-in-a-lifetime experience. Andrea Nakano reports. (5-23-24)

Oakland teen accepted by 122 colleges sets sights on singing career

Oakland high school senior Helms Ategeka applied to more than 120 different universities. As Len Ramirez reports, the only thing harder than deciding where he was going to go was getting his parents to accept what he wanted to study. (5-23-24)

2 adults wounded in shooting at Skyline High School graduation

Graduation celebrations at Skyline High School in Oakland were marred Thursday evening by a shooting. Andrea Nakano reports. (5-23-24)

S.F. Valencia Street merchants demand SFMTA director's resignation

Mission District merchants have united to fight a controversial center bike lane on Valencia Street. José Martínez reports. (5-23-24)

PIX Now Evening Edition 5-23-24

CBS News Bay Area evening edition headlines for Thursday May 23, 2024. Watch full newscasts streamed at the CBS SF website or on the app. Website: http://kpix.com

CBS News Bay Area Interviews

Drowning deaths on the rise post-pandemic

The CDC released a new report on the increase of drowning deaths after the COVID-19 pandemic. With summer right around the corner, CBS News Bay Area anchor Ryan Yamamoto spoke to Dr. Ryan Ribeira from Stanford Health Care about what's driving the increase, and ways to protect you and your family.

Stanford treats first U.S. cancer patient using breakthrough treatment for melanoma

The Food and Drug Administration approved a cell-based therapy for patients who have tried immunotherapy and have no other viable options. Stanford treated the first patient in the country using that therapy. CBS News Bay Area anchor Ryan Yamamoto asks Dr. Allison Betof Warner from Stanford Health Care how the treatment works, and why it's considered such a breakthrough

In Focus: Lung cancer in Asian American women

Elizabeth Cook spoke with Dr. Heather Wakelee with Stanford thoracic oncology about a study showing most Asian American women with lung cancer have never smoked. (5-10-24)

Stanford doctor discusses avian flu outbreaks

The FDA announced that traces of the bird flu are showing in samples of grocery store milk. Tests by the FDA show that pasteurization does work to kill off bird flu in milk, but retail sales of raw milk are legal in California. CBS News Bay Area anchor Nicole Zaloumis asks Dr. Abraar Karan from Stanford Health Care if we should stay away from consumption of raw milk, and if the virus is evolving to infect other animals and potentially people

Stanford doctor discusses counterfeit Botox tied to illnesses

The FDA says counterfeit Botox caused an outbreak of botulism-like illnesses in 9 states. Dr. Zakia Rahman, dermatologist at Stanford Health Care, explains what botulism is, how serious it can be, and the symptoms

Interview: Seth Chandler of Witter Coin on S.F. coin scavenger hunt

Max Darrow talks with Seth Chandler of Witter Coin whose remarkable rare-coin scavenger hunt has people combing San Francisco landmarks for hidden treasure. (4-28-24)

KPIX+-TV Schedule

View All Programs

Our Newsletter

Sf & peninsula news.

S.F. neighbors rally to support beloved dogwalker after house burns

The outside of Terry Williams' household is now covered with handwritten signs from neighbors stapled to the outside. He said still can't believe it was just a few days ago when flames were shooting out of the windows of his childhood home.

East Bay News

• updated 35M ago

UC Berkeley's peregrine falcons have earth-themed monikers after naming contest

The Peregrine falcons hatched last month at UC Berkeley's Campanile Bell Tower now have earth-themed monikers after a naming contest that attracted hundreds of name submissions and nearly 4,000 votes.

1 dead following overnight mobile home fire in Pleasanton

One person has died and another was taken to the hospital following a fire that broke out in a residence at a Pleasanton mobile home park late Wednesday night.

South Bay News

Newborn delivered after car crash in East San Jose dies from injuries

A newborn baby who was delivered by emergency C-section after the child's mother was involved in a traffic collision in East San Jose last week has died, police said.

Fruit fly quarantine in South Bay lifted after 9 months

A nearly nine-month Oriental fruit fly quarantine in Santa Clara County has been lifted following the eradication of the invasive pest.

Young parents graduate together at San Jose State University

Two graduate students at San Jose State University will celebrate completing their master's degrees together on Wednesday - and they'll be accompanied by their infant daughter.

Gilroy police arrest student after fight, stabbing at Christopher High School

Police in Gilroy arrested a Christopher High student after a physical altercation between two teen boys in the school's locker room ended with one stabbing the other, according to authorities.

North Bay News

Mill Valley resident brings people together through his heartfelt art projects

A Mill Valley man known for his public art projects that bring his neighbors together is being honored for providing gifts to his community.

Man dies after fire breaks out in in unapproved "tiny home" in Santa Rosa

Santa Rosa fire officials said Wednesday they are investigating what caused a fire earlier this week that killed a man in a "tiny home" recently built on a commercial property without city approval.

San Rafael police arrest 2 auto-theft suspects with help from LPR cameras

Police in San Rafael on Tuesday credited the city's license plate recognition (LPR) cameras with helping officers locate a vehicle reported stolen from Oakland and two suspects who were arrested.

Bay Area Bridge Builders

San Francisco Carnaval to honor and celebrate indigenous cultures this year

As Carnaval 2024 approaches, the Mission district community is celebrating this year's theme "Honoring Your Indigenous Roots."

Pleasant Hill middle school teacher revives woodshop class for new generation

A Pleasant Hill middle school teacher took it upon herself to revive woodshop classes and introduce a new generation of students to the curriculum.

San Francisco Bay to Breakers returns for its 113th year

On Sunday, tens of thousands took part in the 113th Bay to Breakers footrace and fun run through San Francisco.

Latest Stories

Children at San Bruno school sickened after accidental release of pepper spray, tear gas at nearby jail

A release of tear gas and pepper spray during a training exercise at the San Francisco County Jail in San Bruno on Tuesday led to students at a nearby elementary school to become sick, officials said.

California bill targeting social media addiction in teens passes State Senate

In a bipartisan vote, the California State Senate approved a bill from a Bay Area lawmaker aimed at targeting social media addiction among children and teens.

Panera's Charged Lemonade cited in lawsuit over teen's cardiac arrest

Panera faces another lawsuit over a highly caffeinated beverage that the restaurant chain said it would phase out.

San Mateo teen uses AI to develop website connecting people to mental health service

A high school junior from San Mateo has created a platform she created to help people of all ages access mental health resources powered by artificial intelligence.

California volunteers needed for study aimed at better understanding cancer among Black women

A landmark study just kicked off with the goal of answering why Black women have a much higher mortality rate when it comes to cancer. It just launched last week and they need volunteers in California to help.

Bay Area Crime

Our stories define us.

Oakland Unified copes with shocking rise in district's homeless student population

Ever since the COVID-19 pandemic, the Oakland Unified School District has seen an alarming spike in the number of unhoused students in the school system who deal with a host of challenges far beyond what most children face.

• Nov 28, 2023

VR 360 View: Meteorologist Jessica Burch takes flight with the Blue Angels

Meteorologist and CBS News Bay Area's resident pilot Lt. Jessica Burch got a treat during Fleet Week, taking to the skies with one of the Blue Angels.

• Oct 13, 2023

VR 360 View: Devastating wildfire compels family to adopt a new lifestyle among the Redwoods

A Bay Area man discovered his devastating loss left him with a new opportunity to rethink how he lives -- follow his journey in virtual reality, 360-degree video.

• Mar 8, 2023

Study: Colorectal cancer patients could skip harsh radiation therapy

A groundbreaking medical study involving the UCSF Medical Center has shown some colorectal cancer patients can safely skip radiation treatment and enjoy a potentially higher quality of life.

• Aug 18, 2023

VR 360 View: The high-stakes world of San Francisco's bar pilots

Every day, San Francisco bar pilot Captain Zach Kellerman goes through what might just be the world's most dangerous commute.

• May 24, 2023

Worldwide alert warns of violence against LGBTQ community

While the State Department bulletin is meant for overseas travel, there is concern of a domestic threat from ISIS, two sources told CBS News.

Bay Area political leaders Hope Wood, Peggy Moore killed in SoCal crash

Two prominent Bay Area political figures died Friday night when the pickup they were in collided with a car in rural San Diego County.

California sues Rocklin Unified School District over "discriminatory" gender notification policy

A Northern California school district is being sued by the state over allegations the district failed to carry out corrective actions in a controversial gender notification policy adopted last summer.

12% of LGBTQ youth attempted suicide last year, nationwide survey says

More than a third of LGBTQ young people seriously considered suicide in the past year, the survey found.

Venerable San Francisco LGBTQ bar the Stud reopens at new location

One of San Francisco's oldest LGBTQ bars, on Saturday the Stud re-opened it's doors for the first time in four years at a new location.

Latest Galleries

Aurora borealis seen from Marin County

The northern lights were visible in the Bay Area thanks to a powerful geomagnetic storm.

Photos: Funk-metal super group Infectious Grooves headlines rare Bay Area show

Long-dormant Suicidal Tendencies side project Infectious Grooves featuring current Metallica bassist Robert Trujillo played a ferocious set for fans at the UC Theatre in Berkeley Saturday.

Photos: Green Day headlines San Francisco's famed Fillmore for global climate concert

Bay Area pop-punk heroes Green Day played an intimate show at the Fillmore in San Francisco Tuesday for a UN-backed global climate concert.

Photos: Bruce Springsteen delivers marathon set for packed Chase Center in San Francisco

Bruce Springsteen and the E Street Band played the first of two long-delayed, sold-out concerts at San Francisco's Chase Center Thursday, delivering an epic 29-song set.

Photos: Soul band the Black Pumas headline sold-out show at Fox Theater

Austin-bred band the Black Pumas brought their mix of soul, jazz funk and simmering R&B to the Fox Theatre in Oakland for a packed, sold-out show on Feb. 8.

San Francisco maker nonprofit Humanmade working to bounce back from fire

A first-of-its-kind San Francisco program that trains the next generation of makers is closed temporarily because of a fire, but Its founder is working to safely reopen as soon as possible.

Teaching about ocean history, preservation a decades-long mission for Pacifica educator

A Pacifica woman is being recognized for leading an annual ocean education program at a coastal school for over 30 years.

Japantown rebounds with help from San Francisco native's community district

A San Francisco native is helping keep alive the city's historic Japantown, one of only three left in the U.S.

Peninsula man cuts short his career to help homeless people put best face forward

A Redwood City man changed his career path - from running Stanford's Digital Language Lab to going to beauty school - so he could serve his community in a way that's more meaningful to him.

Students Rising Above

Students Rising Above scholar recalls growing up with undocumented immigrant parents

It's hard enough to graduate from one of the most prestigious schools in the country when you're the first in your family to go to college. Imagine doing that while you're also trying to protect your parents from being deported?

Hard-working student shoulders a load working while attending Ivy League college

Some students who are the first in their families to go to college face the challenge of balancing a rigorous academic load while still working to help support their family back home.

College student gives back to program that changed his life

A onetime pupil has now become a student advisor, giving back after years of mentorship led him to success.

• Dec 1, 2023

San Rafael student sees the world, but remembers his roots

Police departments all over the country are having a hard time finding new officers, but one Bay Area student is criss-crossing the world while preparing for a career in law enforcement here at home.

• Nov 3, 2023

Santa Rosa college graduate multi-tasking her way to a master's degree, law school

When most people graduate from college, they tend to focus on one job. But this month's Students Rising Above scholar is currently juggling multiple workplace assignments.

• Oct 5, 2023