Association of Regular Piano Training with Dental Anxiety and Stress in Children Undergoing Pit and Fissure Sealant Application: A Cross-Sectional Study

Background/Objectives: Regular musical training has been associated with emotional regulation and stress coping, but its relationship with children’s dental responses remains unclear. This study evaluated associations between regular piano training and dental anxiety, perceived stress, and physiological responses during fissure sealant application. Methods: Eighty systemically healthy children aged 7–11 years were categorized as a piano group (PG; n = 40) or control group (CG; n = 40) based on pre-existing piano training. All underwent standardized fissure sealant application using Tell–Show–Do. Dental anxiety and perceived stress were assessed before and after treatment using MCDASf, FIS, physiological parameters, and PeSSKi. Results: Pre-treatment MCDASf scores did not differ between groups, whereas post-treatment scores were lower in the PG. Overall FIS scores were lower in the PG. PeSSKi scores were lower in the PG at T1 and remained lower at T2, indicating a between-group difference already present before the dental procedure. Significant group × time interactions were observed for heart rate, systolic blood pressure, and MCDASf. Post-treatment MCDASf, FIS, and PeSSKi differences remained significant after adjustment for baseline scores and parental education. In exploratory within-group analyses controlling for age, longer formal piano education was associated with lower PeSSKi scores at T1 and T2, while greater weekly formal piano lesson duration was associated with lower post-treatment MCDASf and PeSSKi scores. These p values were unadjusted for multiple comparisons and should therefore be interpreted cautiously. Conclusions: Regular piano training was associated with lower dental anxiety and perceived stress and selected physiological responses during fissure sealant application.