Foundational international frameworks, including the Convention on the Rights of the Child (1989), Education for All, and the UN Millennium Development Goals (2000), established the basis for promoting equal access to education and improving the inclusion of Roma children. Building on these principles, organisations such as UNICEF (2011) and the European Commission (Byrne & Szira, 2018) continue to advocate for equitable, high-quality education. However, Roma children still experience material deprivation, segregation, and low expectations from teachers, highlighting the need for inclusive policies that enable all children to exercise their educational rights fully (Byrne, 2024; Kurum Tiryakioglu & Bülbül, 2024).Recent European frameworks, including the EU Strategy on the Rights of the Child, the European Child Guarantee and the EU Roma Strategic Framework for Equality, Inclusion and Participation (2020-2030), offer ways to close the gap between Roma and non-Roma children and to promote equal rights (Byrne, 2024). In line with these policy goals, engaging Roma children through music provides a practical way of supporting integration and equal educational opportunities. Music transcends cultural and linguistic barriers, fostering motivation, creativity, cultural expression, cooperation and social interaction (Nuhanović & Berbić Kolar, 2017) in both ethnically diverse classrooms and predominantly Roma settings.This study employed a qualitative research design, combining a focus group with pupils and a semi-structured interview with the music teacher to explore experiences and perspectives within a school band. Guided by participatory research principles, the focus group provided a safe space for pupils to reflect on their musical experiences, relationships and sense of belonging (Coyne & Carter, 2018). The data were analysed using thematic and content analyses guided by an initial template, while also allowing new themes to emerge (Brooks et al., 2015; Mayring, 2004). This approach revealed the inclusive potential of music education, demonstrating that participating in a school band can enhance students' confidence and self-expression, encourage cooperation and democratic values, and foster cultural recognition and social interaction.In these contexts, music-based activities can promote inclusion by allowing Roma pupils to express their identities, engage creatively, and participate more in education and community life. The study also highlights how musical engagement amplifies the voices of Roma children, affirms their cultural heritage, and increases their cultural visibility. Inclusion is therefore recognized as an ongoing process based on empowerment and belonging, which promotes long-term integration and educational equity.While these findings offer valuable insights into how music can promote the inclusion and cultural visibility of Roma children, further research is needed to evaluate the long-term sustainability and broader impact of such initiatives across diverse educational settings and communities.