Theoretical/Pedagogical BackgroundSocioemotional skills are foundational to children’s overall development, influencing their ability to navigate relationships, manage emotions and thrive in diverse social contexts. Participating in musical activities has long been considered a promising avenue for nurturing these skills, given their inherently creative and collaborative nature. However, the extent to which music-based interventions contribute to socioemotional growth remains a subject of ongoing investigation.Aim/Focus of the WorkThis meta-analysis explored the effectiveness of music-based interventions on children’s socioemotional skills. It also examined whether the inclusion of a psychosocial component within these interventions influenced their outcomes.Method/Approach/Modes of InquiryA systematic search of major academic databases identified nine randomized controlled trials, involving a total of 4 145 participants. The selected studies featured a range of music-based activities, including performance, creation, listening and musical games. Meta-analytic techniques were used to calculate overall effect sizes and assess potential moderating variables.Results and/or Summary of the Main IdeasThe overall effect of music-based interventions on socioemotional skills was small and not statistically significant (d = 0.195; p = .125). However, interventions that incorporated psychosocial elements, such as structured opportunities for fostering positive peer interaction, demonstrated a moderate and statistically significant effect (d = 0.542; p = .003). Additional moderating factors included attrition rates, gender and publication year.Conclusions and Implications for Music EducationThese findings suggest that while music-based interventions, when implemented in isolation, may offer limited benefits for children’s development of socioemotional skills, their integration with psychosocial strategies can significantly enhance outcomes. This underscores the potential of music education not only as a creative outlet but also a means of cultivating inclusive, empathetic learning environments. By promoting collaboration, emotional awareness and mutual respect through music, educators can support children’s development in ways that contribute to more connected and compassionate communities.