A prior discussion on the topic established that relationships between music, health, and wellbeing are conceptualised, researched, and realised in practice by members of ISME groups in three main ways: i) the use of music to enhance health and wellbeing, ii) the health and wellbeing of musicians, and iii) music-making for those with different health and wellbeing needs. Associated activities within these categories align with the disciplines of musicians’ health and wellbeing (MHW), instrumental and vocal music teaching (IVMT), special music education (SME), music therapy (MT), community music (CM), and disability studies (DS). At the intersections between these categories there are opportunities for knowledge exchange and collaboration, but also the potential for misunderstanding and blurred professional boundaries. This 90 minute session extending the discussion about music, health, and wellbeing will be hosted by the MHW Special Interest Group (SIG) with representatives from the IVMT, CMA, and SMEMT Commissions and Disability Studies in Music Education SIG. The session will start with perspectives from six disciplines as follows:MHW: There is a paradox whereby music-making can benefit health and well-being but being a musician can negatively affect health and wellbeing. MHW has historically been rooted in a pathogenic paradigm that focuses on the origins of problems: in comparison, a salutogenic approach - which focuses on the origins of health - may help us move towards a place where music-making is fostered in environments that promote and protect the health and wellbeing of all music-makers. In this reorientation towards retaining the benefits of musicking for musicians we can draw inspiration from colleagues in music therapy, community music, special music education, and disability studies. Community Music: Health and well-being have long been central to community music and research in this area continues to expand. Recent studies have explored trauma-informed approaches and the relationships between community music, health, and well-being. Although the intersections of music therapy, community music therapy, and community music have been examined, important questions remain. In particular: how can community music and music therapy practitioners build networks, support one another, and share knowledge in ways that enrich practice while ensuring it remains ethical, safe, and responsible?Music Therapy: Music therapy emphasizes individualized goals—emotional regulation, communication, and social interaction—while music education traditionally prioritises skill acquisition, performance, and cultural understanding. Yet both disciplines share a foundation in music’s capacity to foster connection, creativity, and growth. Pedagogical models from education can support therapeutic aims, and therapeutic insights into neurodiversity, accessibility, and wellbeing can shape inclusive music curricula. An interdisciplinary exchange points toward a more holistic vision of music in human development—one that values learning, health, and inclusion as mutually reinforcing goals.Special Music Education: At first this interdisciplinary field utilised a medical approach to teaching students with ‘special needs’ by adapting existing materials and practices. Subsequently the social model offered a view of disability as part of human diversity. More recently, interactional models have challenged the binary medical-social model by considering the fluidity and complexities of interactions of individuals with disabilities in and with the world. This approach invites music educators to think beyond access and rethink approaches to teaching, music-making, and how to exist in musical contexts: exploring intersections and embracing interdisciplinarity can help all move towards a more inclusive music pedagogy. Disability Studies: Disability is a complex and multi-faceted construct and efforts to foster “inclusive” music making require a multi-perspectival approach to address the nuanced desires, needs, and experiences of learners with lived experiences of disability. Dialogue, scholarship, and collaborative practice may bring new directions that move us towards envisioning more inclusive global music education(s). At the center of this discussion are two related questions: 1) How might disability studies+ inform other perspectives? and 2) How might disability studies+ be expanded through engagements with related perspectives?IVMT: This commission is interested in the development and dissemination of evidence-based research and practices pertinent to one-to-one and small group instruction across diverse contexts. Instrumental/vocal pedagogy, performance science findings illuminating teaching, learning, motivation, cognition and thinking skills, creativity, and socio-cultural insights sit at the core of how IVMTC advances knowledge and practices. Its intersection with health and wellbeing outcomes point to the learning, implementation and teaching of healthy instrumental and vocal music practices to sustain lifelong music participation.There will be time for delegates to ask questions, pose discussions, and contribute thoughts regarding perceptions and lived experiences of music, health, and wellbeing. Delegates will also be encouraged to position their work in relation to the three categories and identify those whose work is closest to theirs: this will help to forge the connections that can lead to establishing an inclusive and sustainable music education that promotes and protects the health and wellbeing of musicians worldwide. This session should be attended by ISME members whose work within music relates in any way to health and wellbeing.