Music therapy, rooted in music psychology, has demonstrated significant cognitive and emotional benefits across various educational contexts. Recent neuropsychological advances provide deeper insights into how musical training influences brain function, emotional regulation, and mental health. This study synthesises existing literature in music-related neuropsychology, focusing on well-being, to map current research trends, identify gaps, and explore potential applications in education.Utilising a comprehensive text-mining methodology, approximately 630 peer-reviewed articles were systematically collected from databases such as PubMed, Scopus, and JSTOR, focusing on studies linking neuropsychology and music education. Data collection involved applying targeted keyword searches and inclusion criteria to ensure relevance. Bibliometric network analysis used tools like Gephi and CIRCOS to visualise citation networks and keyword clusters, revealing dominant themes, influential studies, and interdisciplinary connections. These visualisations employed graph theory metrics to identify central (highly cited) studies and emerging research areas.For thematic exploration, Latent Dirichlet Allocation (LDA) was employed for topic modelling, automatically extracting key themes from the large corpus. This process uncovered implicit research patterns and trends, further enriched by keyword-in-context (KWIC) analyses via Voyant tools. Additionally, interviews with international music therapy professionals supplemented the systematic review, providing practical insights and contextual understanding.The study addresses key research questions, including:1. What are the dominant themes and gaps in neuropsychological research related to music education?2. How can network analysis reveal evolving research trends and interdisciplinary linkages?3. Which under-explored areas warrant further investigation?Findings aim to inform evidence-based strategies for integrating neuropsychological principles into music curricula, to enhance student well-being—particularly in high-pressure environments such as Hong Kong SAR, where rising stress and anxiety are prevalent. By bridging neuroscience and education, the study seeks to improve curriculum design and promote holistic educational practices, thereby contributing to academic discourse and practical interventions in music education.