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Narative Review Volume 16 Issue 2
The impact of music training on executive functioning in children and adolescents: a narrative review
Ranjit Kylathu, Maya Bharti
Received: June 25, 2026 | Published: July 13, 2026
Citation: Kylathu R, Bharti M. The impact of music training on executive functioning in children and adolescents: a narrative review. J Pediatr Neonatal Care. 2026;16(2):100-104. DOI: 10.15406/jpnc.2026.16.00460
Abstract
Background: Executive functions (EFs) are higher-order cognitive processes that support goal-directed behavior, self-regulation, learning, and adaptive functioning. Because childhood and adolescence represent critical periods of executive-function development, there is increasing interest in interventions capable of strengthening these cognitive abilities. Music training has emerged as a promising candidate because it simultaneously engages auditory, motor, attentional, memory, and emotional systems. Objective: To review current evidence regarding the impact of music training on executive functioning in children and adolescents and to examine underlying neurobiological mechanisms, educational implications, and potential clinical applications. Methods: A narrative review of studies examining music training and executive-function outcomes in pediatric populations was conducted. Evidence from observational studies, longitudinal investigations, randomized controlled trials, neuroimaging studies, systematic reviews, and meta-analyses were synthesized. Results: Music training appears to be associated with improvements in the core executive domains of working memory, inhibitory control, and cognitive flexibility. Neuroimaging studies demonstrate structural and functional adaptations within prefrontal, auditory, motor, and cerebellar networks that support executive functioning. Longitudinal studies and randomized controlled trials provide evidence suggesting that music training may contribute to executive-function development beyond normal maturation. Additional benefits have been reported in academic achievement, emotional regulation, and social functioning. Emerging evidence also supports the use of music-based interventions in children with neurodevelopmental disorders, including attention-deficit/hyperactivity disorder and autism spectrum disorder. Conclusion: Current evidence supports a positive association between music training and executive functioning in children and adolescents. Although methodological limitations prevent definitive causal conclusions, findings suggest that music education may represent a valuable strategy for promoting cognitive development and enhancing psychosocial outcomes during childhood and adolescence.
Keywords: music training, executive function (EF), working memory (WM), inhibitory control, cognitive flexibility, neuroplasticity, children, adolescents, cognition
©2026 Kylathu, et al. This is an open access article distributed under the terms of the, which permits unrestricted use, distribution, and build upon your work non-commercially.