Background:Healthcare for musicians must extend beyond the biomedical model to encompass a biopsychosocial framework that recognises music as vocation, identity, and livelihood. Health literacy, therefore, depends not merely on the individual’s ability to access, understand, appraise and apply information (Sørensen et al., 2012) but the capacity of systems and health professionals to communicate in ways that are contextually relevant (Nutbeam & Lloyd, 2021; Batterham et al., 2016). Effective care for musicians depends on the clinicians’ capacity to form strong therapeutic alliances and to adapt interventions to the nuanced realities of music performance that include supporting learning strategies, teaching approaches and performance skills. For musicians, pain or dysfunction has deep implications for artistic identity, creativity, and livelihood (Araújo et al., 2020; Bruyneel et al., 2024). Yet, communication gaps persist between clinicians and musicians, where health advice is often delivered in language or formats misaligned with the contexts in which musicians study and work. Addressing these gaps requires moving from person-centred to system-literate models of healthcare—ones that empower musicians as active partners and equip clinicians to interpret artistic health needs meaningfully (Palumbo, 2021).Aim:In this project, music teachers were engaged as co-creators in advising the content and delivery of developing professional learning materials to support the integration of reliable health knowledge into everyday teaching practice. Accordingly, the aim of this component was to utilise data collected from music teachers using surveys (quantitative data) and interviews (qualitative data) on how evidence-informed health information should best be expressed and delivered to be able to be realistically embedded within music pedagogy.Methods:A convergent parallel mixed-methods design combined thematic analysis of data from semi-structured interviews with quantitative survey data. Participants were an international cohort of pre-tertiary and tertiary music teachers. Qualitative themes and sub-themes were synthesised with descriptive statistical results to identify shared priorities, barriers, and enablers between music teachers and healthcare professionals.Results and Discussion:Findings revealed the need for mutual literacy development—enhancing musicians’ health literacy while building clinicians’ musical literacy. The proposed Two Sides of the Same Coin model articulates parallel strategies for each domain, emphasising co-design, contextualised language, and embodied learning approaches. Insights from music educators demonstrated how health information can be more effectively perceived, internalised, and applied when delivered through musically meaningful frameworks. This dual-competency model provides a practical foundation for sustainable, interdisciplinary collaboration and culturally responsive health communication in performing arts education.