This scoping review mapped 26 peer-reviewed studies (2015-2025) on Social and Emotional Learning (SEL) in primary/elementary classroom music, following PRISMA-aligned procedures for identification, screening, and charting.Findings across diverse contexts indicate that musicking—singing, moving, playing, listening, and creating—consistently supports SEL competencies including emotional regulation, empathy, collaboration, belonging, and a sense of agency.Studies highlight the promise of culturally responsive and trauma-informed approaches that validate identity and create emotionally safe participation. Reported psychosocial benefits span self-esteem, cooperation, social bonding, and classroom belonging.At the same time, the evidence base shows uneven implementation and notable blind spots. Longitudinal and experimental designs remain scarce, and calls for consistent assessment tools limit comparability and replication.Pedagogically, links to SEL are concentrated in Kodály-inspired group singing (e.g., singing games), with little explicit connection to other well-established classroom frameworks—an opportunity to broaden how musicking practices cultivate SEL.System-level barriers include limited teacher training, fragmented policy, and inconsistent implementation frameworks. Together, the 2015-2025 literature positions classroom musicking as a relational, expressive process through which children learn with and about emotions and others—yet it also underscores the need for stronger designs, common measures, richer pedagogical diversity, and centring of children’s perspectives.The review concludes with implications for teachers (embedding intentional SEL routines within musicking), for leaders and policy (coherent frameworks and professional learning), and for researchers (longitudinal, equity-focused, and participatory studies) to realise the full SEL potential of primary music education.