This article discusses strategies for percussion educators to address the diverse needs of students in today’s music classrooms. It emphasizes the importance of supporting students’ physical and mental wellbeing, especially those facing socio-economic challenges and other pressures. The piece highlights practical approaches for creating inclusive, supportive, and equitable learning environments, fostering collaboration and a sense of belonging within percussion ensembles, and helping students balance their academic, social, and musical pursuits. The overall goal is to empower students to thrive both musically and personally through holistic, student-centered teaching methods.

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This panel discussion, organized by the PAS Education Committee, will explore practical approaches to addressing the current needs of percussion students in the classroom and private studio environments. Educators at all levels are increasingly tasked with supporting students who face socio-economic challenges, physical and mental health concerns, and other unique circumstances, all while fostering musical growth and performance excellence. This session is designed specifically for music educators, with insights tailored to percussionists and the unique dynamics of percussion pedagogy. Panelists will share real-world strategies for building inclusive, supportive, and equitable music classrooms representing several areas of music education such as middle/high school, university percussion, private teaching, student wellness. 

Dr. Andrew Richardson will moderate the discussion. Panelists will include: Diane Downs, Founder, Executive and Artistic Director of The Louisville Leopard Percussionists; Kim Brower, Social Emotional Arts Therapist and Owner of Pulse Drumming; Dr. Brad Meyer, Associate Professor of Percussion at Stephen F. Austin State University; Riley Warren, Director of Percussion at Forney High School.

Topics will include:
• Addressing socio-economic barriers to music education, including access to instruments and resources.
• Supporting the physical and mental health needs of student musicians to optimize learning and performance.
• Effective teaching methods for all learners.
• Creative strategies to foster collaboration, community, and a sense of belonging within percussion ensembles.

The committee has curated a series of questions for each specific area. Examples include: How does your retention strategies for student involvement differ based on the socio-economic needs of the students? How do you work around unique issues such as outside work or childcare needs? What are some creative ways to develop belonging in ensembles? What does music, or percussion specifically, offer as a program in comparison to other options, such as sports, scouts, and other extra-curricular activities?

Many educators have felt a growing need to address student health and well-being. Students are pulled in many directions during their school years and may face pressures — placed on themselves or from other people — of enrolling in many AP/honors courses, achieving success in other extra-curricular activities in addition to music, as well as an ever-distracting online and social media landscape. We hope to present actionable ideas about how to help students progress both musically and personally. In this way, teachers can help students have more control of their education and development. We hope to explore ways that educators can balance pushing students to be their best, explore new areas of music, and be active members of the ensemble/studio, while also recognizing when fear of trying something new may be a symptom of other anxieties, pressures, or other holistic wellness concerns.

Attendees will leave with actionable ideas for creating positive, student-centered learning environments. Whether you’re an educator, administrator, or policymaker, this panel will inspire new approaches to empowering student musicians to thrive both in and out of the classroom.