The old house sits atop the hill at Cire Community School’s Monbulk campus. It’s quite a walk up there, but on workshop days, students make the journey. Multiple rooms, instruments set up, recording equipment ready. It’s perfect for what’s about to happen.
Over six weeks, students at our Monbulk campus participated in the SongMakers Flexible Learning Program, working with professional musicians and producers to write, record, and share original songs. For some, it was their first time writing music. For others, it became the reason to stay at school for the entire day rather than catching the early bus home.
Why Music Education Matters
Research consistently shows that music education benefits young people, particularly those facing adversity. A 2022 community music project in Australia found that when the focus stayed squarely on making music, participants experienced powerful mental health and social benefits. They responded to the music itself first, but gained understanding of the challenges they faced through the creative process (McFerran & Hunt, 2022).
Another Australian study with young people in out-of-home care explored rhythm-based music therapy for emotional regulation. Rather than rigid activities, participants valued moments of co-regulation when their rhythms were matched by facilitators. These responsive interactions created “pleasure, comfort, satisfaction and peace,” showing how music helps regulate emotions and build trust (McFerran et al., 2022).
Cire Community School offers enriching experiences for our diverse cohort, recognising that many students would benefit greatly from music and songwriting opportunities they might never otherwise access. With our dual focus on wellbeing and learning, we base education on evidence whilst tailoring options to our students’ needs.
Inside Cire’s SongMakers Songwriting Workshops
SongMakers matched our Monbulk students with experienced facilitators. Students split into small groups, each working in different rooms of the house. Teacher Nathan Russo championed the project, bringing his own music experience whilst keeping the focus firmly on students. “It’s all about the students,” he explained. “You have to watch them, listen to them, and follow them to support them on their path.”
Students established their own working agreement in collaboration with the facilitators: no swear words, respect everyone’s skill level, respect the space, equipment, and others working towards a common goal.
By session three, they were already recording. The efficient setup meant students could experiment as they went, hearing their ideas transformed into tracks almost immediately. Facilitators would encourage ownership: “That idea was yours, mate, I’m just putting it on the system so we can hear it.”
The songs that emerged were remarkably diverse. One student’s song featured no fewer than six guitar riffs that he played himself: heavy metal with softer sections, using anticipation and dual guitars. Another student worked with facilitator Liz to create a folk-indie track with soft guitar, harmonies, and unashamed lyrics that was haunting and wistful. A collaborative rap and hip-hop song gave four students their moment in the spotlight, complete with fun rhythms and emphatic lyrics.
Even groups who didn’t finish their songs celebrated what they’d created. For some students, simply making it up the hill to the house was a win in itself.
Student Engagement and Wellbeing Outcomes
The sixth and final session ended without fanfare, but celebrated nonetheless. Students who are typically disengaged sat attentively, devices forgotten, while they listened to each other’s work. Everyone offered genuine, heartfelt feedback: “I got goosebumps.” “Your voice is beautiful.” “I loved the middle part and the end, but it was all really good.”
Staff noticed attendance patterns shifting during the 6-week program. More than half the participants would normally have left on the early bus, but because of songwriting, they stayed at school for the whole day. Each session, they were putting all their energy into the work with feet tapping, sweat running down foreheads, fully committed.
Some students discovered how collaboration affects their work. When certain personalities were absent, others flourished. When everyone was present, some learned to take the back seat. These are difficult lessons that emerge through working together towards something meaningful.
What’s Next for Music at Cire Community School
SongMakers delivered this program through funding from the Victorian State Government and Creative Victoria’s Community Support Fund, making it accessible to community schools like Cire. Their data shows impressive outcomes: 96% of participants feel proud of their songs, 90% said songwriting improves their mood, and 100% of teachers strongly agree the workshop provides learning opportunities not otherwise available.
These statistics align with what our staff observed firsthand. The program worked because it focused on making music rather than building towards a performance or final product. It nurtured passion for music and developed the understanding of how it helps our young people as a regulation tool, a hobby, a method of expression, and as emotional support.
Based on this success, Monbulk is offering a music program this year, led by teacher Anthony Hope. The aim is to make the most of what music can offer young people: expression, community, emotional regulation, and fulfilment.
It takes considerable bravery to shine, particularly for students who rarely experience success in traditional academic settings. The SongMakers program created space for that bravery to emerge, one measure at a time.
The program culminated in a voluntary performance at the school’s celebration day. Two of the young musicians chose to perform in front of students and families. The fact that it was entirely voluntary made it even more significant.
Learn more about Cire Community School, Monbulk Campus.
