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Educators must address emotional, affective, social and intercultural health, taking into account learners’ specific cultural and economic context in their teaching. This article discusses the experience in la Comunidad Iberia in San Salvador (El Salvador), one of the most conflict-ridden areas in the country. Here, educators created a music education program as a tool to prevent violence and improve the students’ socio-emotional health. This group's lives had been characterized by affective, economic, emotional and intercultural deprivation, which prompted feelings of disdain for their own culture. The process followed led them to consider music as an instrument to improve their social, affective and cultural relationships.

Music Education as a Tool to Improve Socio-emotional and Intercultural Health within Adverse Contexts in El Salvador