Theoretical Background and Aim of the Current Study Psychological safety refers to the belief that one can express oneself without fear of negative consequences. It is a crucial but often overlooked concept in music learning environments. Research in organizational science and general education links psychological safety to collaboration, risk-taking, and creativity (Edmondson, 1999; Silver & Zinsser, 2022). In music education, safe environments encourage participation, self-expression, and social belonging. They help reduce the chances of performance anxiety and relationship damage. Research on prosocial behavior, such as helping, sharing, and cooperating, along with bullying in music classrooms shows the complex relationship between social climate and youth development. This paper aims to bring together research on psychological safety, prosocial behavior, and bullying in youth music learning environments and to develop a framework for research and practice.Method A critical review process was followed, examining published empirical and theoretical literature from the past two decades. Included sources consist of qualitative studies on student experiences, large-scale surveys of music ensemble participants, and intervention studies that explore the role of collective music-making in improving social-emotional skills and lowering aggression. Search terms included “psychological safety,” “prosocial behavior,” “bullying,” and “music education.” The review highlights findings relevant to psychological safety, focusing on ensemble and classroom research involving youth aged 10 to 18.Results Findings suggest that music education environments significantly influence social experiences, whereas participation in ensembles is linked to stronger feelings of school connectedness and a greater sense of empowerment. Studies demonstrate lower rates of bullying among ensemble students and higher levels of prosocial behaviors like cooperation and mutual support. Psychological safety is positively related to creativity and the willingness to take musical risks. Interventions that use group music-making consistently strengthen positive peer relationships and reduce aggressive behaviors. However, negative experiences, such as teacher intimidation or unaddressed exclusion, can weaken students’ feelings of safety and belonging.Implications and Expected Contribution to ISME The reviewed literature highlights psychological safety as vital for music educators who want to support prosocial development, prevent bullying, and encourage effective learning. Recommendations include adopting teaching methods that build trust and social unity, evaluating classroom climate for psychological safety, and training educators in trauma-informed, inclusive practices. The paper calls for more research to clarify how music participation connects to social outcomes and urges ISME members to prioritize psychological safety as a key value and area of research.