The use of background music in educational settings

This study is a theoretical review that examines, from a holistic perspective, the effects of background music used in classroom settings on students’ cognitive, affective, and social learning processes. Drawing on contemporary research in educational psychology, environmental structuring, learning theories, and special education, the contributions of background music to learning efficiency have been analyzed multidimensionally. The literature indicates that appropriately selected background music can increase attention span, support performance in cognitive tasks, and positively influence classroom interactions by facilitating students’ emotional regulation. In particular, instrumental and low-tempo genres such as lo-fi, classical, and ambient music have been reported to yield beneficial outcomes for both general student populations and individuals with special educational needs, including ADHD, autism, and learning disabilities. However, the effects of music emerge through complex interactions among multiple variables, including individual differences, task type, musical preference, and classroom atmosphere. On a theoretical level, the study is framed within Cognitive Load Theory (Sweller), Dual Coding Theory (Paivio), Multimedia Learning Theory (Mayer), and the Mood–Arousal Hypothesis (Thompson), demonstrating how music can be understood not merely as an aesthetic element but as a pedagogical tool capable of regulating and supporting learning processes. Methodologically, the research is structured as a review study and employs qualitative content analysis to examine selected empirical and theoretical works published at both national and international levels. Based on the findings, recommendations for music-based auditory arrangements applicable in classroom environments are supported by systematic tables that provide a concrete roadmap for instructional practice. Background music applications should therefore be considered a strategic resource that not only supports students’ attention but also balances the socio-psychological dynamics of the classroom, fostering an inclusive and multisensory learning environment.