College life can be a lot—new routines, academic pressure, and distance from your usual support system. Our new study looked at how students intentionally use music in their everyday lives and what that might mean for stress, mood, and attention. We surveyed first- and second-year undergrads living on campus and asked about where, why, and how they listen to music—and how it affects them.
The headline takeaways
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Most students use music to influence mood. In our sample, over nine out of ten students reported using music in the past week to shift how they felt—relieving stress or anxiety, easing loneliness, or just resetting.
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Strong emotional reactions to music are common. About seven in ten experienced a strong emotional response to music in the last week, often in everyday, unplanned listening.
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Listening is often solo and in personal spaces. Top spots were dorm rooms, cars, and the gym; students mostly cue up music individually via streaming.
Most students use music to influence mood. In our sample, over nine out of ten students reported using music in the past week to shift how they felt—relieving stress or anxiety, easing loneliness, or just resetting.
Strong emotional reactions to music are common. About seven in ten experienced a strong emotional response to music in the last week, often in everyday, unplanned listening.
Listening is often solo and in personal spaces. Top spots were dorm rooms, cars, and the gym; students mostly cue up music individually via streaming.
Why this matters (for everyone)
If you’re a student (or work with students), you probably already feel how powerfully music shapes the day. What our findings add is a clearer picture of how students are already using music—on purpose—to regulate mood, boost focus, and explore identity. That means we can be more intentional about the “what, when, and why” of listening.
Why this matters (for music therapists)
The data suggest practical, low-friction entry points for care—even when formal services are hard to access. Think brief, personalized listening plans, playlist consults, guided breathing+music routines, and micro-interventions students can use between sessions. And because so much listening is individual and on-demand, it’s a great fit for telehealth or hybrid models. The article includes concrete clinical considerations across assessment, planning, and delivery.
What you can try this week
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Build “mood-matching, then shifting” playlists. Start where you are emotionally, then sequence two tracks that gently move you toward where you want to be.
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Create a pre-study cue. One short instrumental track to start your focus window; use the same one every time to condition the routine.
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Notice the “when” and “where.” If you always listen in your dorm or car, pair specific playlists with that context on purpose.
Build “mood-matching, then shifting” playlists. Start where you are emotionally, then sequence two tracks that gently move you toward where you want to be.
Create a pre-study cue. One short instrumental track to start your focus window; use the same one every time to condition the routine.
Notice the “when” and “where.” If you always listen in your dorm or car, pair specific playlists with that context on purpose.
Read the paper
Clinical Implications of College Students’ Music Listening Habits and Perceptions of Personal Impact. Music Therapy Perspectives, 2025. DOI: 10.1093/mtp/miaf008.
Authors: Daniel Tague, Jana Annabi, Rachel Franklin, and Emily Nielson.
P.S. If you enjoy evidence-based music resources…
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I’ve been building kid-friendly, music-themed activity and coloring books that weave in wellness skills—great for classrooms, waiting rooms, and brain breaks. You can browse the Animal Band series and seasonal editions on Amazon. My Amazon Author Page
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