Students’ Perceptions of Circle Singing as an Arts-Based Practice for Well-Being, Belonging and Learning: A Mixed-Methods Study in Higher Education

This study examined participants’ perceptions of Circle Singing as an art-based practice for well-being, group belonging and learning in higher education at Roma Tre University. The broader study used a quasi-experimental pre-test–post-test design with 188 participants, comprising an experimental group (EG, n = 104) and a control group (CG, n = 84). This article focuses exclusively on the experimental group, using a single-group pre–post mixed-methods design that combines repeated questionnaires with an exit questionnaire and thematic analysis of three focus groups. Repeated items were analyzed using Wilcoxon signed-rank tests, with Holm correction applied to 15 agreement items; exit-only items were analyzed descriptively. All seven self-assessed skill items showed significant increases (all p < 0.001; matched-pairs rank-biserial correlations = 0.568–0.762), while 11 of the 15 agreement items showed significant changes after correction (all adjusted p ≤ 0.015). Participants reported greater comfort speaking and singing English before others, increased perceived readiness to design and lead musical workshops, and lower self-reported vocal fatigue and concern about classroom voice management. Exit evaluations indicated perceived benefits for group belonging and future educational use. Focus group accounts complemented the quantitative findings, highlighting enjoyment and motivation to attend classes, stronger relationships, and the value of practical learning. These findings suggest that participants experienced Circle Singing as a meaningful educational activity connecting perceived competence, peer bonding, and vocal well-being. Further research is needed to establish causal effects, persistence and transfer into teaching practice.