Mental health awareness x Sonic Minds

Music as a tool for emotional healing and expression

For many young people — especially those with care experience or who had been displaced — Sonic Minds offered a safe space to explore and express difficult emotions. Facilitators described how young people who initially arrived withdrawn became more open, relaxed, and expressive as the sessions progressed. One young person, through songwriting, shared deep feelings about family, marking a moment of trust and emotional release.

Growing confidence, motivation and self-esteem

Participants experienced notable boosts in confidence and self-belief. Prefna, a 16-year-old from Cameroon, with no prior music training, performed solo at her college’s end-of-year event and shared how she now feels “more security” in herself. Another participant, Amna, overcame her fear of singing in front of others and ended up leading group activities. Mood tracking data showed steady improvement in emotional wellbeing across sessions, as young people increasingly took initiative, participated with enthusiasm, and reported feeling more positive.

Building belonging, connection and communication

Sonic Minds created inclusive environments where language barriers or prior experience didn’t matter. Music served as a shared language, allowing participants to communicate, collaborate, and build friendships across differences. Staff observed that many who initially hesitated to join in soon became active contributors, forming support networks and working together to create music that reflected their shared experiences.

A sense of purpose, agency, and transformation

The programme helped young people find meaning and direction. Iniyavan, 18, shared how music gave him “higher energy” and helped manage stress — he now plans to build a YouTube channel to continue learning. Yasmin, from Egypt, taught her peers cultural rhythms and composed her own music, later expressing pride in her growth. For many, the sessions provided emotional safety and validation. One facilitator described how a withdrawn participant later said they finally felt “heard”, embodying the programme’s impact as a source of empowerment and renewal.

Feeling heard and valued

Young people consistently expressed that Sonic Minds created space for them to be themselves, often in ways they hadn’t experienced in traditional education or care environments…

“At the beginning of the session, a young person appeared somewhat withdrawn. After discussing their needs and intentions for the session, they appeared significantly happier, commenting that they felt ‘heard’.” (Setting staff)

“Towards the end I found that they were writing lyrics that affected them with regards to their personal experience. They wrote something and mentioned, ‘I love my mom, I love my dad’. Obviously, given their lived experience and their vulnerability, it showed an impact and their willingness to relay this creatively to reflect their experience.” (Music leader)

Music as a medium to express culture, language, and personal journey

For many participants, especially those displaced from their home countries, the project became a bridge between past and present, enabling them to celebrate their cultural heritage and personal voice…

“In the class there is one student who has various learning difficulties, [they] in particular flourished in the sessions. They like music, that’s what they do to relax.” (Setting staff)

“Here they don’t have to have English to express themselves. Because everybody is made comfortable – they can sing songs in their own languages, which is amazing – they had enough courage to stand up and sing in their own language.” (Setting staff)

“Some young people had the confidence to share their wishes and feelings. We also identified a young person confident in English to voice other young people’s ideas as he spoke in their native tongue.” (Setting staff)

“They had a pride and a sense that they were able to embrace their own identity.” (Setting staff)

The programme helped young people find meaning and direction. Iniyavan, 18, shared how music gave him “higher energy” and helped manage stress — he now plans to build a YouTube channel to continue learning. Yasmin, from Egypt, taught her peers cultural rhythms and composed her own music, later expressing pride in her growth. For many, the sessions provided emotional safety and validation. One facilitator described how a withdrawn participant later said they finally felt “heard”, embodying the programme’s impact as a source of empowerment and renewal.

Personal growth through storytelling and performance

The creative process itself helped many young people process their experiences and articulate their identity in new and empowering ways…

Prefna – a 16-year-old from Cameroon, “was able to sing church songs in her native languages while being accompanied by her classmates on djembes.” Her confidence grew so much that she later volunteered to sing for her entire programme at an awards ceremony. She said the project helped her feel “more security” within herself.

Yasmin – a 19-year-old from Egypt, introduced the class to an Egyptian rhythm (‘Shik Shak Shok’) and taught them to play it, saying: “I think maybe in the future, I can do something because I like to practice.” She acknowledged that writing music was difficult, but meaningful.

Amna – a young person from Pakistan, shared: “Playing music improves my mood and increases my confidence.” She became more comfortable performing and volunteered to sing more frequently.

Iniyavan – an 18-year-old from Sri Lanka, said: “If I create any music, I can use these skills… like for an intro for my video. Yeah, I can use the things I learned from music.” He added that making music helped him feel “higher energy” and reduced stress.

Adilsia – originally from Guinea-Bissau, initially shy, grew confident enough to lead and demonstrate musical ideas from her culture, saying that “music lifts her spirits” and she rarely listens to sad music.

Music as a universal connector

Sonic Minds was built on the understanding that music transcends language and cultural barriers, making it the perfect tool for engaging young people from diverse backgrounds. Non-verbal methods like drumming, improvisation, and movement allowed participants — especially those with limited English — to express themselves freely. As one staff member put it, “Music is a leveller,” offering a shared creative space where everyone could contribute, regardless of literacy, language, or confidence.

Youth-led and culturally responsive design

Inclusivity began with co-design: young people shaped the sessions to reflect their own interests and identities. Music leaders consulted participants from the start, ensuring activities felt relevant and meaningful. The programme celebrated each young person’s culture and language — from Yasmin teaching Egyptian rhythms to Prefna singing church songs in her native tongue. This openness to cultural sharing empowered participants to embrace their identity and take pride in their backgrounds.

Safe, supportive and trauma-informed spaces

Sessions were carefully structured to feel emotionally safe and welcoming. Facilitators used wellbeing check-ins, clear routines, and adaptive teaching to meet each participant where they were at. Staff praised the respectful, calm approach taken even in challenging moments. Whether someone needed space to observe or encouragement to lead, the environment fostered trust, healing, and growth — vital for young people who had experienced instability or trauma.

Consistency, trust and individual support

Building meaningful relationships was a key focus. Music leaders showed patience and flexibility, understanding that participants might miss sessions or struggle to engage at first. Many shared that, over time, trust grew — and so did the young people’s willingness to open up through lyrics, performance, and conversation. Regular collaboration with teachers and care staff helped tailor support, and Youth Mental Health First Aid training equipped facilitators to respond sensitively to emotional needs.

Inclusive participation and wellbeing focus

Sessions were inclusive regardless of ability, experience, or attendance pattern. Young people could join in actively, observe quietly, or contribute in their own time. Wellbeing tools — from breathing exercises to grounding activities — were embedded throughout, helping young people regulate emotions and engage with confidence. At its core, Sonic Minds was about making music-making feel joyful, safe, and open to all.

Music as a shared experience

Sonic Minds fostered connection through the collaborative nature of music-making. Activities like group drumming, call-and-response, and ensemble composition encouraged teamwork and non-verbal communication — especially helpful for those with limited English or social confidence. Staff noted that music provided a common ground, allowing every participant to contribute equally and feel part of a group.

Friendships, confidence, and shared joy

Through the sessions, many participants formed new friendships and social bonds, even overcoming initial reluctance to collaborate. Staff noted how students began working together, supporting each other, and continuing their connection beyond the music room. For some who previously struggled to connect socially — due to learning differences or anxiety — music provided a comfortable space to flourish. A quiet student who rarely spoke in class, for example, found the confidence to perform in front of others by the final session.

“Initially, there was some resistance to working collaboratively with others. However, throughout the session, some young people began building positive relationships, and worked together to create powerful musical pieces whereby various instruments were used.” (Setting staff)

Celebrating culture and building respect

Participants were encouraged to bring their own musical traditions into the space, which helped foster cultural pride and mutual respect. Sharing songs, rhythms, and dances from home countries not only celebrated diversity but also revealed unexpected commonalities across cultures. One music leader highlighted how peer translation helped young people express their ideas, creating a sense of voice and inclusion across language barriers. These exchanges nurtured understanding and connection between participants from very different backgrounds.

Trust, encouragement, and a sense of belonging

A consistent, nurturing environment led by empathetic music leaders helped young people feel safe and seen. Facilitators took time to build individual relationships, creating a culture of encouragement where young people supported each other’s growth. Staff and even audience members observed how the sessions helped young people look to the future with hope and creativity. Through collective music-making, participants didn’t just create sound — they built trust, community, and a real sense of belonging.

A foundation of mental health awareness

Mental health support was a central pillar of the Sonic Minds programme, not an afterthought. All 14 music leaders were trained in Youth Mental Health First Aid, enabling them to recognise signs of distress and respond with empathy and care. Facilitators understood their dual role — not just teaching music, but also holding space for emotional expression and wellbeing. This trauma-informed, youth-centred approach was especially important for care-experienced and displaced young people, many of whom carried complex emotional needs.

 “Sometimes it’s strictly music, but it would be key to facilitate more of a mental health aspect, combining emotions with music, teaching skills, but allowing them to also advocate for things that are important to them.”

Safe, supportive workshop environments

Creating emotionally safe and welcoming spaces was key. Sessions often began with check-ins where young people could express how they were feeling, helping leaders tailor their approach. Music leaders built trust by being consistent, kind, and encouraging — always reinforcing that there were no mistakes in music. Staff observed how this helped participants feel “seen and heard,” and allowed them to engage without fear of judgement or pressure.

“The music leaders were very good at creating a nourishing and safe space, they took time to speak to each one of them individually, and they felt very seen and heard.” (Setting staff)

Flexibility and emotional sensitivity

Facilitators adapted their teaching styles based on the emotional needs of the group. If a young person seemed disengaged or overwhelmed, the music leaders adjusted the activity or offered alternative tasks that matched the individual’s energy and interest. Participation was never forced; instead, young people were gently encouraged, allowed to take breaks, or simply observe. These small but thoughtful adjustments helped young people regain confidence and feel proud of their contributions.

Emotional expression and validation through music

Music became a tool for emotional release and self-expression. Whether composing lyrics, improvising beats, or leading group activities, young people found their voice through music. Facilitators made space for honest conversations and celebrated each individual’s progress — from a shy participant gaining the confidence to sing, to others expressing their emotions through sound. This process helped participants feel listened to, valued, and more emotionally secure.

Cultural sensitivity and embedded wellbeing tools

Leaders were mindful of potential emotional triggers and the cultural backgrounds of participants — particularly those who may have had difficult associations with music or strict cultural norms. Young people’s boundaries were always respected, especially around personal or religious expression. Sessions also included grounding practices like breathing techniques, posture work, and meditative activities to support overall wellbeing. These tools not only supported the workshops but also offered life skills beyond music.

“Unaccompanied asylum seekers, especially, can experience music in different ways. Some may find it triggering of memories of home, others may have come from environments where music was actively discouraged, t’s important to allow breakout space for anyone who feels overwhelmed.”

Connecting creativity with mental health

The Sonic Brain is much more than an artwork — it’s a living, interactive installation that brings the emotional power of music and storytelling into public view. Created using the voices and compositions of care-experienced and displaced young people, it highlights how creativity can be a vital tool for supporting mental wellbeing. By blending sound, sculpture, and interactivity, the piece makes the link between music and mental health not just visible, but visceral.

“The piece celebrates the unknowable creativity of the brain. It advocates for the participants of our Sonic Minds project to allow their music and sounds to be elevated and celebrated.” (Gawain Hewitt, sound artist)

Amplifying unheard voices

At the heart of the Sonic Brain is a desire to give young people a platform — especially those who are too often overlooked. Their stories, music, and words reveal strength, imagination, and emotional depth. Audience members described feeling moved and challenged by what they heard, with many reflecting on how the experience shifted their perceptions. Rather than focusing solely on trauma, the piece allows space for hope, identity, and future-facing creativity.

“I think all too often we just take our perceptions from the news outlets and don’t take time to listen and reflect on the actual voices of young refugees.” (Audience feedback)

Engaging the public through immersive experience

Placed in public, high-footfall spaces like libraries, museums, and shopping centres, the Sonic Brain invites thousands of people to engage with it physically and emotionally. Its hands-on nature breaks conventional exhibition rules — people can touch it, hear stories, and experience the work in a deeply personal way. This accessibility helps bridge the gap between audiences and complex issues like youth mental health, encouraging empathy through creative connection.

Advocating for creative youth support

Beyond its artistic impact, the Sonic Brain serves as a quiet but powerful call to action. It demonstrates the transformative outcomes of the Sonic Minds programme and advocates for creative, trauma-informed approaches in youth work and mental health strategy. Its high production values and thoughtful curation honour the young people’s contributions, showing that their voices deserve not only to be heard, but celebrated in public spaces.

Spotlighting awareness and change

Ultimately, the Sonic Brain raises awareness by showing — not just telling — how creativity supports healing, identity, and empowerment. It sparks conversations, shifts public understanding, and inspires action among educators, funders, and policymakers. In doing so, it reflects the core belief of Sonic Minds: that when young people are given the tools to express themselves, they can reshape the narratives around them — and reimagine their futures.