Music as a Moderator of Socioeconomic Disparities in Preadolescent Cognitive and Academic Performance: Evidence from the Healthy Brain Network Biobank

This study aimed to investigate the moderating effects of music participation on socioeconomic status (SES) related disparities on cognitive and academic performance during preadolescence.Neurotypical children (N = 94, ages 9–12; 42% female) from the Healthy Brain Network were analyzed. SES was categorized using a composite index based on Bureau of Justice Statistics guidelines (low, middle, high). After-school music participation was parent-reported. Cognitive and academic performance were measured using the NIH Toolbox Cognition Battery (NIHTB-Cog), Wechsler Intelligence Scale for Children Fifth Edition (WISC-V), and Wechsler Individual Achievement Test Third Edition (WIAT). Benjamini-Hochberg adjusted linear regressions analyzed the moderating effects of music on SES and cognitive/academic performance. Moderation analyses revealed music participation strengthened performance in WISC-V processing speed for the middle SES group (β = 61.80, p  = .04) and high SES group (β = 64.26, p  = .02), and in WIAT numerical operations for high SES children (β = 51.96, p  = .05). After-school music participation may moderate SES-related differences in processing speed and numerical operations among middle- and high SES preadolescents. Benefits were absent for low SES groups, suggesting structural barriers to enrichment access. Integrating structured music programs within school and community settings may help reduce SES-related disparities in cognitive and academic development.