Valero-Esteban, José-ManuelAlcover, Carlos-MaríaPastor, YolandaMoreno-Díaz, ArmindaVerde, Ana2024-06-112024-06-112024-02-29Jose-Manuel Valero-Esteban, Carlos-María Alcover, Yolanda Pastor, Arminda Moreno-Díaz, Ana Verde, Emotions and music through an innovative project during compulsory secondary education, Heliyon, Volume 10, Issue 4, 2024, e25765, ISSN 2405-8440, https://doi.org/10.1016/j.heliyon.2024.e257652405-8440 (online)https://hdl.handle.net/10115/33688This article presents the results and main conclusions of a quasi-experimental study after the implementation of an innovative project extended as a multi-year programme, called 'MusMotion', applied in compulsory secondary education, which is based on the relationship between music and emotions, as well as its effects on the academic performance of adolescents. The research analysed and tested an educational innovation project that improves students' academic performance, as well as the classroom climate between teachers and students (N = 444). A key strand of this research concerns the use of music to support students' emotional development and awareness. As we will explain, the results of this research have shown positive outcomes that have direct implications for pedagogy and classroom practice. The results confirm that there is a relationship between emotions and students' academic performance, and the innovative educational programme MusMotion can help to improve students' academic performance and the classroom climate by improving their state of mind. Educational systems, through the management of emotions via music, could help many children who today may have difficulty with their emotionsengAttribution-NonCommercial-NoDerivatives 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc-nd/4.0/Teaching innovationAcademic performanceClassroom climateEmotionsEmotional intelligenceMusicinfo:eu-repo/semantics/article10.1016/j.heliyon.2024.e25765info:eu-repo/semantics/openAccess