Recent research highlights how connecting music and movement deepens children’s engagement during the process of music-making, enhances collaboration, and strengthens social inclusion. At the same time, educational institutions increasingly value child-centered and innovative approaches that nurture creativity and foster resilience. When children are encouraged to explore and express through embodied music-making, they not only strengthen their musical abilities but also develop their self-esteem, agency and social skills - key protective factors of resilience. In this light, integrating movement in joint music-making may offer a powerful way to foster resilience in diverse classroom communities.The presentation will unfold around a study that explored how movement-based, participatory music activities can promote resilience among local and newly arrived immigrant children in a Cypriot Primary School. Conducted over three months with 38 children (aged 10-11) from two fifth-grade classes, the study was designed to engage children in music-making through participatory, movement-based musical activities during their regular music lesson. The pedagogical framework was grounded in the integration of Improvisation, Composition and Acoustic Ecology, through the interwoven mediums of Music and Movement. Acitvities varied between collective improvisation, body percussion, instant composing, graphic scores, soundwalks, and movement-based activities informed by the Laban Bartenieff Movement System (LBMS) - a kinesiological system of experiencing movement. The proposed activities aimed to create space for cultivating a safe environment for children to connect and to creatively and collaboratively engage with and through music.A key methodological aspect of the study was the use of Pedagogical Documentation (PD) - a reflective and participatory research method that engaged children in documenting and interpreting their own learning processes. PD, as a form of enhanced observation, included children’s mindmaps, drawings, group discussions, and self-conducted interviews. This approach created a reciprocal learning environment where children were not just participants but also co-creators of the research process.The findings suggest that the process of co-creation and the involvement of children in documenting their own learning process amplified their agency, self-esteem, their sense of ownership, and therefore resilience. Moreover, they highlight the potential of embodied, child-centred methodologies to enhance musical engagement while supporting children to connect, collaborate, and flourish in their diverse classroom communities.