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Our Music Therapist


At Spring Hill High School we are keen to use music to empower our students in order to transform their communication skills and emotional well-being. We believe that music is a powerful intervention for change which expresses that which cannot be put into words and that which cannot remain silent.




Our Music Therapist:

At Spring Hill High School, the Music Therapist is Abby Stain. Abby is a senior executive and music therapist for Music Therapy Works where she has worked for 17 years as a therapist. Abby works closely with our Speech and Language Therapy team and multi-agency professionals to develop programmes which introduce our students to a music therapy setting, music and technology and vocal development work.


Music therapy sessions

The students work with Abby in individual sessions or, on rare occasions based on risk assessment, in very small groups of two or three students. This may mean that family, friends, carers and staff also become involved in music therapy sessions in a way that is helpful to everyone. The sessions are person-centered, allowing each student to explore the world of music in his or her unique way. After a referral and short assessment period, aims and goals for the work are agreed with the student’s staff team.

Sessions may include :

  • music/recording technology;
  • live music-making on a wide range of percussion instruments;
  • the use of familiar music;
  • singing improvised songs;
  • writing stories in music;
  • listening to music;
  • creating songs/rap music;
  • performing and rehearsing music;
  • dancing or moving to music .

Students use a wide range of instruments including:

  • tuned/untuned percussion;
  • electronic instruments;
  • string and woodwind instruments;
  • piano and voice;
  • iPad instruments including Garageband;
  • a Skoog.


Who can access our music therapy service?

Music therapy provides life-changing programmes of intervention to our students including those:

  • with attachment issues;
  • experiencing communication difficulties;
  • using mental health services;
  • considered ‘hard to reach’;
  • exhibiting social, emotional or mental health difficulties;
  • who have experienced a life-changing injury;
  • having anger management issues;
  • having experienced bereavement;
  • having learning disabilities;
  • who have offended or who are likely to offend;
  • experiencing addiction.

Students do not need to have a musical background in order to benefit from music therapy. The therapeutic process enables growth and development.


Outcomes and evaluation

Music therapy has a proven track record of positive outcomes and evaluation measurements to support both pupils and staff. Abby uses the Music Therapy Works’ bespoke evaluation too which is drawn from the Individualised Music Therapy Assessment Profile and the Outcomes Star.


“ I felt blindfolded. Music therapy has helped me to see and hear opening my eyes for the first time in a long while ”
13 year old student at Spring Hill High School