Background. Music therapy has been researched in a variety of contexts, but its effectiveness as a motivational tool for young people at risk of social exclusion is little known.This study investigated the impact of music therapy on the motivation and academic performance of these young people, with the aim of increasing their self-esteem, reducing their anxiety and improving their attitudes towards their education. Method. Four adolescents (M= 17.7; SD= 1.5), 75% boys, participated. Eight music therapy sessions were delivered using an eclectic approach combining humanistic attitudes and behavioural techniques with the use of percussion dynamics and an introduction to music theory. Activities were aimed at developing basic musical skills and experiencing personal achievements. Pre- and post-tests were used to assess changes in self-esteem, anxiety and life satisfaction. The Wilcoxon test and two-factor repeated measures ANOVA were used to analyze the data. In addition, qualitative data collection was done through ad hoc questionnaires, observations, and a final interview. Results. The Wilcoxon test showed no significant pre-post differences in self-esteem, anxiety and life satisfaction. However, two-factor repeated measures ANOVA revealed a significant difference in relation to the variable age (p= <.001, η2p= .86), suggesting that older participants benefited more from the treatment. Qualitatively, participants reported that the sessions helped them to relax, motivate themselves and concentrate better on their studies. Significant changes were observed in the attitudes towards learning of the younger participants. Conclusions. The sessions helped to reduce anxiety and increase confidence by providing a space to disconnect from the stress of studying. Participants expressed a desire to continue their education and rated the experience positively, suggesting that the music therapy sessions should be longer.

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