The Sociomusical Hierarchy and the “Safe Haven” Paradox: A Mixed Methods Study of Prosociality, Victimization, and Belonging in a High School Band

Research indicates that youths’ experiences in school-based music ensembles are shaped by a complex array of social and musical variables; however, the specific mechanisms promoting prosocial behaviors in these settings remain underexplored. Using an explanatory sequential mixed methods design (Strand I: quantitative: N = 113 ; Strand II: qualitative: n = 15), I examined the prevalence of prosocial and antisocial-aggressive behaviors within a high school band program. Results from Strand I indicated that antisocial-aggressive behaviors were relatively low compared to previous research, although relational aggression and attitudes toward bullying differed significantly according to participants’ self-reported assigned sex at birth. Strand II findings corroborated these low levels of aggression while revealing a nuanced distinction between bullying and teasing, which participants largely categorized as lighthearted. Critically, these data revealed high prevalence rates of prosocial behaviors, including peer connectedness, willingness to intervene in bullying episodes, and upstander behaviors, suggesting the band functions as a site for school belonging. Qualitative themes of trust and community further indicate that the band program fosters a sense of psychological safety, which facilitates social resiliency. These findings offer implications for music educators seeking to cultivate inclusive “cultures of care” and provide a baseline for understanding the relational benefits for long-term ensemble participation.