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COVID-19 dynamics and measures to control the pandemic have worldwide caused a high amount of mental and affective disturbances. Particularly children and adolescents have been confronted with home-schooling, domestic violence, social isolation and loneliness, existential issues, as well as the experience of multifaceted panicmongering and related pathological reactions. Although estimated prevalence rates of COVID-19 associated mental disorders vary across studies, there is a statistical tendency suggesting that about one third of the younger population exhibits serious psychiatric issues. As this quantity goes beyond the capacity of institutionalised psychiatric care, new models combining education and therapy are needed and are challenging today’s school systems. In Germany the COPSY study provided differential diagnostic data, and a music educational study used meta-synthetic methods to construct robust hypotheses which are considered stronger than usual hypotheses, but still need follow-up studies to explore underlying mechanisms and to estimate effect sizes. The related music-health-educational framework covers six key areas: (i) creative interaction to treat ‘coronanxiety’, (ii) focal listening to reduce symptoms of post-traumatic stress disorders, (iii) vocal immersion to improve psychosomatic self-regulation, (iv) sound scene improvisation to enhance self-actualisation and relieve learned helplessness, (v) artistic expression to support coping processes and communication skills and (vi) the ‘Beloved Augustin phenomenon’ concerning the positive impact of arts and joy on the immune system. Actually these approaches are being examined for application in China, alongside socio-cultural adaptations, qualitative research and neuroscientific studies on underlying mechanisms.

The COVID-19 pandemic, associated mental health issues and music educational therapy; An international and Chinese approach