Why does white matter matter?

You have probably heard of grey matter but have you heard of white matter? White matter in our brain is tissue composed of nerve fibres. The fibres (called axons) connect nerve cells and are covered by myelin (a type of fat). The myelin is what gives white matter its white colour. and makes up about half of the brain, with grey matter making up the other half.
Both of these have play a different role:
White matter = message system in the brain
Grey mater = storage systems and structures in the brain
You can imagine then that white matter is very important and when messages are not travelling around the brain quickly or getting waylaid or lost, things are not good. The more white matter we have the better.
This study by a lead researcher (that you should watch out for), Psyche Loui, found that children around the age of 9 who had just 30 minutes of music learning a week, had improved verbal ability and intellectual ability than non-musically trained children. Loui and her team attribute this to improved white matter microstructures induced by music learning.
But the final line of this abstract (full article coming soon) is my favourite – “Results suggest that the relationship between musical practice and intellectual ability is related to the maturation of white matter pathways in the auditory-motor system. The findings suggest that musical training may be a means of improving cognitive and brain health during development.”
BOOM!
This blog explores the quiet power of Stealth Advocacy, subtle, repeated messages that shape how others see music education. From hallway posters to one-liners in newsletters, these small signals work in the background, shifting mindsets over time. If you’re too busy to launch a campaign, this is the kind of advocacy that speaks for you, even when you’re not in the room.
This blog invites music educators to slow down just enough to notice and name the everyday moments that show the power of music learning. From quick chats with parents to check-ins with students or school leaders, these small interactions are golden opportunities to advocate for music education.
In our drive to advocate for music education, it’s easy to focus on public performances, programs, or policies. But real advocacy often begins in quiet moments with students, their stories, and their shifting motivations. This blog explores how listening, noticing, and building trust can turn everyday teaching into powerful, student-centered advocacy.
What if music advocacy wasn’t an event, but a habit?
In the bustle of rehearsals, lessons, and emails, advocacy often gets pushed to the margins. But what if we made it part of our everyday teaching language? This post shares four simple ways to weave music advocacy into daily practice, from quick phrases and bold visuals to shared reflections with colleagues. Small actions, repeated often, can shift how music learning is seen and valued.
Making music together does more than build skills—it builds friendships.
Research shows ensemble experiences activate empathy and connection, helping students feel they belong. From choirs to community bands, music is where friendships grow.
Founder of Bigger Better Brains, Dr Anita Collins, receives hundreds of emails from students around the world asking questions about neuromusical research. So she decided to record a short video about the most asked questions she has received.
We often assume background music helps students concentrate—but new research suggests it’s not one-size-fits-all, especially for learners with ADHD. This study explores how different sounds—classical, preferred music, binaural beats, and medication—affect focus. The takeaway? Familiar, enjoyable music may support attention better than trendy brain hacks. What could this mean for your classroom or studio?
What if music could help neurodivergent students focus, listen, and communicate more easily? Music learning strengthens how the brain processes sound, supports attention and memory, and helps students filter speech in noisy settings. For learners with ADHD, autism, or sensory challenges, it offers a structured, motivating way to build essential skills.
A 2020 study from Brazil found that kids aged 8–12 who joined twice-weekly group music sessions outperformed their peers in reading, writing, and math. They also showed better attention and memory. Led by Projeto Guri, the program proves what many music educators feel: consistent, inclusive music-making fuels broader learning.
Some students don’t light up when the music soars—and it’s not about effort or attitude. Neuroscience is uncovering how individual brain wiring can shape emotional responses to music, including a rare condition called specific musical anhedonia. As educators, this challenges us to broaden our lens: what if joy in music doesn’t look the same for everyone?
Holidays don’t have to mean a full stop to music learning. This blog explores how short, simple strategies—like mental practice, travel-friendly plans, and encouraging messages—can help students stay connected over the break. Plus, find tools and inspiration to support motivation and communication all season long.
Recruitment in 2025 is about more than filling seats—it’s about consistently advocating for music learning as essential to student growth and wellbeing. Families want to see the long-term value, and students need connection and purpose. Ongoing, intentional messaging leads to stronger recruitment, stability, and lasting impact.
The “Wanna Be Like…” poster series helps music teachers show students how learning an instrument connects to success beyond the music room. This blog introduces the series, invites teachers to contribute new role models, and offers a free download of five brand-new posters.
Even toddlers can groove to the beat—this study reveals that young children naturally adapt their movements to changing rhythms, especially when music is playful and fun.
Music isn’t just an artform—it’s a brain booster. This post explores how music primes the brain for learning by enhancing focus, memory, and emotional connection. For music teachers, it’s a reminder that every lesson is more than musical—it’s neurological.
Practice works best when it feels like play.
This article explores what really motivates kids to practise music—highlighting the power of choice, enjoyment, and small wins over pressure or routine. A must-read for music educators rethinking how we support practice.
What if perfect pitch isn’t a rare gift you’re born with, but a skill your brain can grow—shaped not by fate, but by how you listen, learn, and tune in over time?
BBB resources are now available in multiple languages—because every brain deserves the chance to learn music.