The authors of the NAfME (National Association for Music Education) Blueprint called for wider K–12 participation, more diverse teacher preparation programs, and reduced professional isolation. Taken together, these priorities center belonging as a core concern for K–12 students, preservice teachers, and inservice educators. This systematic review is a response to the Blueprint by synthesizing the research literature on belonging in music education. A PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses)-guided systematic search of major music and education databases yielded 29 articles. Through a thematic analysis of these studies, six themes emerged: (1) cultural identity, (2) peer networks, (3) structural features, (4) pedagogy of care, (5) accessibility, and (6) democratic approaches. Together, these themes show that intentionally inclusive designs can cultivate belonging across ages, abilities, and contexts, whereas competitive ranking or narrow canons of repertoire can erode it. Practical recommendations highlight ensemble rituals, student leadership, and mentorship models, and future research directions target preservice conservatory environments, K–12 bonding experiences, such as performance trips, and inservice teacher retention.
David Dockan (Sun,) studied this question.